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FAIRFIELD,  ILLINOIS. 
REPUBLICAN  STEAM  PRINT. 

1895. 


COURSE  OF  STUDY 


AND 


RULES  AND  REGULATIONS 


FOR  THE 

PUBLIC  SCHOOL 


FAIRFIELD,  ILLINOIS 

@  ©  /'■HW"'  © 


ADOPTED  BY  THE 


BOARD  OF  EDUCATION 

AUGUST  15,  1895. 


FAtRFIELD,  ILLINOIS. 
REPUBLICAN  STEAM  PRINT. 

1895. 


IBoarO  of  Education: 


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J.  H.  KRAMBR,  President, 

J.  L.  Cooper,  Secretary,  G.  B.  Carter,  T.  L.  Dickey, 

N.  J.  Hall,  J.  A.  Cox,  C.  W.  Rush. 

PURCHASING  COMMITTEE: 

T.  L.  Dickey,  J.  A.  Cox,  G.  B.  Carter. 

©/— w— w® 

TERM  EXPIRES  1896: 

J.  H.  Kramer,  President,  J.  A.  Cox,  C.  W.  Rush. 

1897: 

N.  J.  Hall,  T.  L.  Dickey. 

1898: 

G.  B.  Carter,  J.  L.  Cooper,  Secretary. 

•/-K-H# 

Heacbevs  Jfor  1895*6: 

Q 

C.  H.  Pugh  . Superintendent 

A.  E.  Gilpin . Room  11 

I.  L.  Garrison .  “  10 

H.  B.  Winter .  “  9 

J.  W.  Thompson .  “  8 

Ida  Dickey .  “  7 

Stella  Rice .  “  6 

Mary  Creighton .  “  5 

Minnie  Stinson .  “  4 

Gladys  Book .  “  3 

Ora  Van  Buskirk .  “  2 

Ella  Hopper . . .  “  1 

'*aJL 


' 


-  • 


Organization  of  the  School. 

The  School  Embraces: 

I.  The  Primary  Department. 

II.  The  Grammar  Department. 

III.  The  High  School  Department. 

The  Primary  Department  embraces: 


I. 

II. 

III. 

IV. 


The  First  Grade. 
The  Second  Grade. 
The  Third  Grade. 
The  Fourth  Grade. 


The  Grammar  Department  Embraces: 

V.  The  Fifth  Grade. 

VI.  The  Sixth  Grade. 

VII.  The  Seventh  Grade. 

VIII.  The  Eighth  Grade. 

The  High  School  Embraces: 

IX.  The  Ninth  Grade,  or  Sophomore. 

X.  The  Tenth  Grade,  or  Junior. 

XI.  The  Eleventh  Grade,  or  Senior. 

|HE  AVERAGE  PUPIL  can  complete  the  work  of  a  grade  in  one  school 
year.  Some  require  less  time,  others  more  time.  Entering  school  at 
the  age  of  six  a  pupil  may  complete  the  course  by  the  age  of  seventeen. 
Some  accomplish  the  work  earlier.  Pupils  will  be  allowed  to  advance 
as  rapidly  as  their  physical  and  mental  ability  permit.  The  course 
embraces  three  departments:  Primary,  Grammar  and  High  School. 
The  Primary  Department  consists  of  four  grades  of  one  year  each — First, 
Second,  Third,  Fourth.  The  Grammar  Department  consists  of  four  grades 
of  one  year  each — Fifth,  Sixth,  Seventh,  Eighth.  The  High  School  consists 
of  three  grades  of  one  year  each — Ninth,  Tenth,  Eleventh. 


TO  THE  PATRONS  OF  THE  SCHOOL. 

The  prosperity  of  our  schools  is  in  your  hands. 
Superintendent  and  teachers  alike  need  your  hearty  co-opera¬ 
tion  and  support.  Their  desire,  as  well  as  yours,  is  to  have  our  schools  rank 
among  the  best  in  the  state.  Teachers,  like  everybody  else,  need  apprecia¬ 
tion  and  sympathy.  No  other  body  of  workers  are  more  deeply  interested  in 
the  out-come  of  their  toil  than  are  teachers. 

No  others,  except  yourselves,  are  more  anxious  for  the  welfare  of 
your  children.  Your  interests  and  ours  are  identical  and  during  school  hours 


they  center  in  the  school-room.  The  school-room  holds  the  heart  of  the  city. 
It  is  a  wonderful  place,  a  place  of  untold  responsibility.  You  can  help  us  in 
many  ways.  Good  schools  can  result  only  when  teachers,  parents  and  school 
officers  work  in  hearty  sympathy  with  one  another.  Each  has  his  part  and 
his  place.  Parents,  by  exerting  a  proper  home  influence  in  favor  of  teachers 
and  school  management  can  very  materially  aid  the  success  of  the  school  and 
advancement  of  their  children.  It  is  even  their  duty,  and  should  be  so  re¬ 
garded  by  them. 

Regularity  of  attendance  is  essential  to  the  best  results.  Irregular 
attendance  is  a  source  of  great  injustice  to  some  pupils  and  they  feel  it  most 
cruelly  when  the  time  comes  for  promotion  and  they  are  left  behind  their 
classmates.  Hopeless  and  spiritless  these  pupils  draw  through  the  allotted 
school  days,  and  leave  the  school-room  with  a  mere  smattering  of  knowledge 
and  totally  unfitted  for  the  duties  of  life. 

“Punctuality  is  a  Cardinal  Virtue.”  No  pupil  should  be  suffered  to 
disregard  this  virtue.  Your  children  have  no  better  right  to  be  tardy  than 
their  teachers.  We  ask  that  no  light  or  trivial  cause  be  allowed  to  interfere 
with  the  punctual  attendance  of  your  children. 

Parents  should  send  their  children  to  school  every  day.  When  the 
school  term  begins,  its  attendance  becomes  a  business  with  them  and  must 
be  attended  to  regularly  if  success  is  attained.  Business  principles  should 
govern  all  the  affairs  of  life.  Parents  have  no  right  to  detain  their  children 
from  school  a  single  day. 

Parents  should  require  their  children  to  take  the  full  course  of  study 
in  every  room.  The  school  curriculum  has  been  made  a  matter  of  earnest 
and  thoughtful  study  by  eminent  educators,  and  although  parents  may  differ 
from  them  as  to  the  utility  of  certain  branches,  prejudice  should  be  set  aside 
and  the  children  given  the  benefit  of  all  that  the  school  course  contains. 
Such  things  should  be  left  to  the  judgement  of  men  of  wider  experience. 

Parents  should  remember  that  the  school  is  for  their  children.  The 
better  the  school,  the  more  benefit  derived  from  it  by  their  children.  Each 
parent  should  therefore  strive  in  every  honorable  way  to  uphold  the  work  of 
the  teacher  and  to  upbuild  the  educational  sentiment  in  the  community. 
Thus  only  can  good  schools  result.  Children  sometimes  go  home  and  relate 
exaggerated  stories  about  the  punishment  received  at  school.  In  all  such 
cases  it  is  suggested  that  the  parent,  if  he  believes  any  injustice  has  been 
done  the  child,  go  to  the  Superintendent  who  will  take  pleasure  in  investi¬ 
gating  any  complaint  which  seems  to  have  a  just  foundation.  There  can  be 
no  harm  in  the  parents  hearing  the  other  side  of  the  story,  which  course 
nearly  always  results  in  the  justification  of  the  teachers,  and  in  the  estab¬ 
lishment  of  more  amicable  relations  between  parents  and  teachers. 

Parents,  the  forgoing  suggestions  are  made  solely  with  a  view  to  the 
welfare  and  prosperity  of  those  whose  lives  are  as  precious  to  you  as  your  own. 
Our  plea  is  for  unity  of  effort  as  well  as  unity  of  purpose.  “Come,  let  us  live 
with  our  children.” 


Remarks  on  the  Course  of  Study 

INSTITUTIONS,  like  individuals,  experience  periods  of  growth  and 
development.  To  meet  the  demands  of  advancement  and  to  continue  the 
former  progress  of  our  schools  it  became  necessary  to  adopt  a  course  of  study. 
The  course  does  not  attempt  to  mark  out  in  detail  all  features  of  the  work 
in  the  school,  but  rather  to  sketch  in  outline  the  general  plan.  The  meetings 
of  the  teachers  and  individual  assistance  of  the  Superintendent  are  intended 
to  supplement  the  coarse,  by  the  opportunity  thev  afford  for  a  better  under¬ 
standing  of  special  features  of  the  work,  and  the  best  methods  of  accomplish¬ 
ing  it.  in  order  to  allow  freedom  to  the  individuality  of  the  teacher,  in  the 
selection  and  use  of  methods,  minuteness  of  detail  and  direction  has  been 
studiously  avoided.  It  was  meant  to  give  only  the  matter,  not  the  method. 

In  the  adjustment  of  the  course  to  the  schools,  much  is  left  to  the 
skill  and  intelligence  of  the  teachers.  They  will  therefore  make  careful 
study  of  methods  and  select  such  as  are  best  adapted  to  their  work;  the  qual¬ 
ity  and  manner  of  instruction  being  regarded  as  of  highest  importance.  We 
hope  as  a  consequence  substantial  progress  will  be  made  in  the  studies  of  the 
curriculum,  and  above  all,  habits  of  study,  industry  and  faithfulness  in  the 
discharge  of  duty,  will  be  formed  which  will  issue  in  good  fruitage  in  the 
future  lives  of  the  children. 

Our  teachers,  as  a  rule,  are  keenly  alive  to  the  importance  of  the 
work  entrusted  to  their  hands,  and  feel  that  their  office  is  one  of  great  re¬ 
sponsibility— that  a  sacred  trust  has  been  committed  to  their  keeping,  and 
this  conception  of  the  office  they  have  assumed  will  have  its  proper  influence 
upon  their  daily  work.  It  is  but  truth  to  say  that  our  teachers  as  a  body  are 
dominated  by  a  spirit  of  faithfulness  to  duty.  We  do  not  base  the  successful 
issue  of  our  work  upon  the  adoption  of  innovations  upon  the  old  and  well 
tried  plan  of  faithful  and  continuous  work  along  approved  lines  of  study. 
We  aim  to  be  thorough  in  our  work  of  supervision,  instruction,  requirements, 
guidance  and  help.  We  deem  it  of  the  greatest  importance  to  maintain  a 
high  standard  of  thoroughness  and  excellence  in  all  school  work,  thereby 
inspiring  high  ideas  in  the  minds  of  th«  children.  Pupils,  who  realize  that 
their  standing  in  school  work  depends  upon  their  faithful  and  conscientious 
discharge  of  duty,  are  prompt  and  punctual  in  attendance,  reliable  and 
thorough  in  the  preparation  of  lessons,  thoughtful,  considerate  and  correct 
in  their  deportment,  and  in  consequence  are  developing  into  men  and  women 
who  will  be  a  credit  alike  to  the  community  and  to  the  state,  while  at  the 
same  time  they  are  securing  a  thorough  and  practical  education  for  the 
every  day  duties  of  life.  Our  central  thought  in  the  preparation  of  this 
’course  was  to  make  it  practical— to  bring  the  pupils  during  their  school  life 
into  closer  touch  with  the  great  and  busy  world  outside  of  the  school  room— 
to  make  the  course  of  study  not  alone  a  means  of  education,  but  an  actual  in¬ 
troduction  to  the  realities  of  life  and  living  as  well.  If  we  succeed  in  this 
we  will  make  the  school  life  of  the  children  more  attractive  and  pleasing  to 
them.  They  will  have  a  living  interest  in  their  school  work  and  will  be 
absorbed  by  it.  Their  minds  will  be  attentive  to  school  duties  and  in  con- 


8 


sequence  rapid  and  thorough -progress  will  be  made  in  the  studies;  and  not 
only  this,  but  interest  and  activity  in  the  work  of  the  curriculum  having 
dispelled  idleness  and  consequent  mischief,  our  teachers  will  experience  but 
very  little  difficulty  in  the  management  and  control  of  their  pupils.  Thus 
we  hope  the  course  of  study  to  touch  the  life,  habits  and  character  of  the 
pupils,  and  how  important  it  is,  not  only  that  it  should  be  arranged  upon 
sound  psychological  principles,  but  that  it  should  be  taught  in  accordance 
with  those  principles  as  well. 

As  expressing  my  views  regarding  the  educational  value  of  the  com¬ 
mon  branches,  I  will  deal  with  each  separately. 

Numbers 

I  regard  the  importance  of  number  work  much  above  the  average. 
Neatness,  rapidity  and  accuracy  of  work  in  all  slate  and  black-board  exercises 
are  required,  while  in  oral  work,  correctness  of  speech  is  insisted  upon  in  all 
the  grades.  In  the  first  steps  the  lessons  are  objective.  There  are  two 
reasons  why  this  is  the  best  method.  The  first  is,  that  in  the  experience  of 
children  number  is  essentially  associated  with  objects,  and  the  second  is 
embodied  in  the  pedagogical  principle  that  children  more  readily  understand 
through  the  medium  of  sight.  In  all  our  work  in  arithmetic  we  aim  to 
bring  the  arithmetic  of  the  school  room  into  touch  with  the  arithmetic  of 
the  every  day,  practical  life  into  which  the  pupil  will  be  ushered  when  he 
steps  out  of  the  public  schools  into  actual  business,  as  do  a  large  majority  of 
our  pupils. 

Spelling. 

Spelling  should  always  rank  high  among  the  exercises  of  the  schools, and 
special  attention  should  be  given  to  this  branch  in  the  primary  grades.  I  do 
not  believe  that  pupils  can  make  adequate  progress  in  this  study  without 
the  use  of  a  spelling  book,  and  I  have,  therefore,  placed  a  primary  spelling 
book  in  the  hands  of  the  pupils  of  the  Third  Grade.  The  pupils  of  the  Fifth 
Grade  begin  the  advanced  book,  which  is  completed  in  the  Eighth  Grade. 
Thus,  the  spelling  book  with  daily  oral  and  written  lessons,  is  carried 
throughout  the  schools  from  the  Third  Grade  to  the  Ninth.  In  the  High 
School  it  is  our  purpose  to  conduct  frequent  drills  and  reviews  in  spelling. 
“No  blunder  is  so  reluctantly  excused  as  a  blunder  in  spelling.” 

Reading. 

No  one  will  question  the  importance  of  Reading  among  all  the  studies 
of  the  curriculum.  It  lies  at  the  foundation  of  all  studies.  Inability  to  read 
will  be  found,  upon  close  scrutiny  to  be  one  of  the  chief  causes  of  poorly  pre¬ 
pared  lessons  in  all  departments  of  the  school.  Inability  to  read  embarrasses 
and  hinders  pupils  in  the  preparation  of  arithmetic  lessons,  grammar  lessons, 
geography  lessons,  history  lessons,  and  so  on  throughout  the  list,  in  the 
elementary  Schools  and  in  the  High  Schools  as  well.  Ability  to  read  readilv 

*7 


9 

and  understanding^  is  one  of  the  first  and  essential  conditions  to  the 
acquisition  of  knowledge. 

Learning  to  read  is  perhaps  one  of  the  most  complex  and  difficult  of 
all  the  tasks  which  the  mind  of  childhood  encounters.  It  involves  a  com¬ 
plete  and  thorough  mastery  of  all  the  printed  forms  and  symbols  of  English 
language.  During  the  past  years  I  have  given  considerable  attention  and 
thought  to  this  branch,  and  I  believe  that  much  is  to  be  done  by  the  teachers 
of  the  primary  and  intermediate  grades  to  secure  better  results  in  reading. 
The  need  in  this  direction  is  more  supplemental  reading  matter  in  the  pri¬ 
mary  grades.  Our  school  rooms  need  books — bright,  sparkling  with  thought 
of  real  life,  with  pictures  in  words  and  pictures  engraved,  pictures  of  the 
old,  round,  work-a-day  world  and  its  people,  its  plants,  its  animals  and  its 
stirring,  rushing  stream  of  human  life— live  books,  written  by  living  men 
and  living  women — men  alive  to  child  life,  and  women  living  among  and 
with  the  children— books  that  will  appeal  to  the  living  mind.  There  are 
books  and  books,  but  the  one  great,  open,  wonderful  book— God’s  great  child¬ 
ren’s  book— the  only  book  that  children  always  and  intuitively  love — the 
one  only  book  they  never  tire  of  reading,  the  great  Bible  of  Nature.  We  do 
well  to  bring  photographs  from  its  pages  into  the  school  room  and  rank  them 
high  among  our  choicest  educational  means.  Among  the  many  excellent 
supplemental  reading  books  of  the  day,  which  would  aid  much  to  the  value 
and  efficiency  of  the  reading  work  in  the  primary  and  intermediate  grades, 
I  mention  “Geographical  Readers,”  “The  World  and  Its  People”  and  other 
numbers  of  Young  Folks  Library. 

Language. 

No  exercise  in  the  course  of  study,  can  be  made  of  more  practical 
value  to  the  pupils  than  language  study;  and  when  I  say  language  here,  I 
mean  the  English  tongue— the  language  of  Americans  and  America.  I  speak 
advisedly  in  saying  that  ability  to  use  our  mother  tongue  correctly  and 
fluently,  both  orally  and  in  written  form  in  all  the  daily  avocations  of  life, 
adds  materially  to  our  usefullness  and  success.  Our  scholarship  is  very 
largely  measured  by  our  use  of  language.  All  desire  to  be  influential  in  life, 
and  this  is  praise-worthy.  What  more  potent  factor  of  human  influence  than 
human  speech.  Of  all  the  various  exercises  of  the  school  room,  but  one  will 
be  brought  into  daily  and  hourly  use  throughout  life,  and  that  one  is  lan¬ 
guage.  In  view  of  these  recognized  facts,  I  have  added  a  graded  course  of 
language,  beginning  with  oral  work  in  the  primary  grades  and  culminating 
in  the  practical  study  of  English  Language  and  Literature  in  the  High 
School,  as  will  be  seen  by  reference  to  the  course  of  study. 

American  History. 

In  this  branch  of  study  we  do  not  aim  to  teach  lists  of  dates  and 
isolated  and  disconnected  facts,  however  interesting  these  facts  may  be  in 
themselves.  We  rather  aim  to  direct  the  minds  of  the  pupils  into  lines  of 
inquiry  regarding  the  causes  and  effects  of  the  great  events  in  the  develop- 


10 


ment  of  our  country.  The  purpose  is  to  develop  and  fix  the  habit  of  thought¬ 
ful  inquiry  into  the  governmental  problems  and  policies  of  the  American 
Republic.  History  is  not  alone  a  record  of  past  events.  It  is.  the  treasure 
house  of  human  experience  and  human  knowledge.  The  progress  and  devel¬ 
opment  of  the  race  have  been  possible  because  of  this  fountain  of  past  expe¬ 
rience.  The  civilization  of  the  present  strikes  its  roots  deep  into  history. 
The  study  of  American  History  ought  to  make  better  American  citizens  and 
a  higher  civilization  in  the  future,  otherwise  its  study  has  been  mere  pass¬ 
time. 

Penmanship. 

We  will  use  Practice  Paper  and  the  “Normal  Review  Course”  in  writ¬ 
ing,  and  in  general  throughout  the  schools,  fair  results  will  be  obtained. 
Our  him  is  to  make  plain,  practical  writers,  rather  than  to  teach  fancy  work 
in  penmanship.  Writing  is  an  art  and  is  best  acquired  by  practice  under 
intelligent  and  painstaking  guidance. 

Drawing 

The  value  of  Drawing  as  a  branch  of  instruction  has  long  been  recog¬ 
nized.  Properly  taught  and  in  connection  with  form  study  it  is  scarcely 
second  to  any  branch,  as  a  means  of  mental  development,  and  is  almost  in¬ 
dispensable  in  the  education  of  every  child.  It  is  made  an  essential  part  of 
the  work  in  each  grade.  The  study  of  drawing  is  calculated  to  lead  pupils, 
through  the  cultivation  of  their  observing  powers,  to  take  a  lively  interest 
in  the  forms  of  objects  around  them,  and  also  to  become  conscious  of  the 
power  of  expressing  their  ideas  of  such  forms  by  drawing;  while  at  the  same 
time  the  eye  has  been  trained  to  observe,  the  hand  to  execute,  and  the  mind 
developed  through  perception,  thought,  and  expression. 

use  prang’s  shorter  course. 

We  also  do  some  work  in  perspective  and  in  drawing  from  objects. 

Geography. 

In  no  other  study  has  there  been  more  improvement  made  in  subject 
matter  and  in  methods  of  teaching  of  recent  years  than  in  the  study  of 
geography.  Geography  is  a  more  or  less  systematic  treatise  about  the  w(  rid 
—its  lands  and  its  waters,  its  plant  and  animal  life,  its  people  and  how  they 
live.  What  a  variety  of  subjects  of  surpassing  interest  to  the  inquiring 
mind  of  childhood  is  presented  in  the  study  of  geography  !  How  intensely 
interesting  must  this  study  be  to  the  pupils,  and  with  what  keen  pleasure 
must  they  anticipate  each  and  every  lesson.  If  such  is  not  the  case,  teachers 
have  grave  reasons  to  question  their  methods  of  teaching  the  subject. 

Moral  Training. 

There  can  be  no  question  about  the  importance  of  moral  instruction. 
The  highest  intellectual  education  without  moral  character  to  direct  it, 
only  renders  its  possessor  more  potent  for  evil  to  the  social  fabric.  Our  duty 


11 


to  educate  tlie  children  of  the  Republic  intellectually,  therefore,  only  serves 
to  emphasize  our  duty  to  educate  them  morally.  Without  regular,  systematic 
and  continuous  training  desultory  and  unsystematic  instruction  in  any 
department  of  human  education,  is  ever  attained.  I  have  therefore  deemed 
it  my  duty  to  add  to  the  curriculum  a  course  in  Morals  and  Manners,  taking 
as  a  basis  the  outline  prepared  by  Dr.  E.  E.  White. 

General  Information. 

It  is  too  often  the  case  that  children  are  ignorant  of  common-place 
facts.  There  are  many  useful  items  of  knowledge  which  children  have  no 
means  of  acquiring,  except  as  it  happens,  and  it  not  unfrequently  happens 
that  children  grow  to  adult  age  in  ignorance  of  many  things  they  ought  to 
know  about  the  every  day  affairs  of  life  and  the  world  in  which  they  live. 
In  this  department  of  school  work,  system  and  regularity  are  essential  as 
elsewhere.  I  have  added  general  information  one  or  two  lessons  per  week, 
to  be  taught  from  outlines  furnished  by  the  Superintendent. 

Teaching  Patriotism. 

Teachers  will  find  abundant  opportunities  for  teaching  patriotism  in 
connection  with  the  reading  lesson,  history  and  geography  lessons.  The 
lives  of  the  statesmen  and  heroes  of  the  Republic,  the  resources  of  our  wide 
domain  and  the  deeds  of  American  soldiery,  all  furnish  subjects  which  the 
judicious  teacher  will  use  to  inspire  the  young  with  love  of  home  and  country 
In  this  connection  I  propose  the  following  days  to  be  known  as 

flag  days: 

Feb.  14 — Birthday  of  Lincoln. 

Feb.  22 — Birthday  of  Washington. 

Feb.  27— Birthday  of  Longfellow. 

Mch.  9— Battle  of  Monitor  and  Merrimac. 

Apr.  9— Surrender  of  Appomattox. 

Apr.  19-Battle  of  Lexington.  1 

Apr.  30— Inauguration  of  Washington,  as  First  President  of  the  IT.  S. 

May  30 — Memorial  Day,  (half  mast). 

July  4— Declaration  of  Independence. 

Oct.  21— Discovery  of  America,  by  Columbus. 

Nov. - Thanksgiving  Day. 

Dec.  22 — Landing  of  the  Pilgrims. 

Promotions. 

One  of  the  important  duties  developing  upon  the  Superintendent  is 
that  relating  to  promotions.  I,  submit  the  following  as  embodying  my  views 
and  practice  in  this  department  of  school  supervision. 

They  are  in  harmony  with  the  advanced  pedagogical  thought  and 
practice  of  the  day. 

1.  Examinations,  as  a  basis  of  promotion,  are  not  only  untrust¬ 
worthy,  but  manifestly  unjust  to  the  pupils.  They  are  testsiof  mem- 


12 


ory  rather  than  education  or  mental  development.  It  has  not  infrequently 
happened  that  pupils  who  had  been  regular  in  attendance  and  industrious  in 
study,  failed  to  pass  because  the  anticipated  examination  time  brought 
worry  and  excitement  causing  nervous  prostration  to  them,  while  others  who 
had  been  less  faithful  succeeded  in  passing.  The  examination  alone  does  not 
show  the  worth  of  a  pupil’s  work. 

2.  There  are  several  factors  to  be  taken  into  account  in  determining 
a  pupil’s  fitness  for  promotion.  Chiefly  among  these  are,  the  pupil’s  educa¬ 
tional  power,  the  teacher’s  judgment  of  the  every-day  excellence  of  the  pupil’s 
work  as  shown  by  the  record,  and  the  length  of  time  spent  by  the  pupil  upon 
the  studies  of  his  grade.  In  addition  to  these,  occasional  tests,  oral  and 
written,  should  be  given  by  the  teacher  to  assist  his  judgment.  These  tests, 
or  reviews,  should  be  wholly  informal  and  divested  of  all  semblance  to  the 
set  examination,  and  the  pupil  should  understand  that  they  are  not  the 
decisive  factors,  but  are  subordinate  to  the  every  day  tests,  commonly  called 
recitations. 

3.  In  making  promotions,  reference  should  be  had  to  the  individual 
pupil  rather  than  to  the  class.  The  welfare  of  the  child  is  paramount,  not 
the  grade.  The  question  is,  Can  the  child  go  on?  Not,  will  his  promotion 
slightly  vary  the  perfect  sameness  of  the  grade  above?  Should  there  be 
doubt,  the  child  is  entitled  to  its  benefit  beyond  question.  Superintendent 
and  teachers  must  live  largely  in  the  realm  of  child  life  whilst  withal  their 
knowledge  and  experience  of  mature  life  shall  enable  them  to  be  safe  guides 
and  mentors  of  the  little  ones  whose  destinies  they  so  largely  control.  Such 
a  superintendent  and  such  teachers  will  pause  and  take  sober  thought  before 
they  cause  a  child  to  lose  a  year  in  school.  They  will  seriously  consider  the 
effect  such  a  measure  will  have  upon  the  courage  and  inspiration  of  the 
child. 

4.  It  is  not  too  much  to  expect  that  every  boy  and  girl  of  average 
ability  and  industry  should  move  steadily  up  the  ascending  and  widening 
grade  of  school  instruction  without  loss  of  time  until  he  or  she  graduates 
from  the  High  School.  If  they  do  not,  something  is  at  fault,  either  with  the 
administration,  with  the  teaching,  or  with  the  course  of  study.  The  graded 
school  system  should  be  made  sufficiently  flexible  to  enable  pupils  of  more 
than  ordinary  ability  to  gain  some  time  in  the  elementary  schools.  We  will 
have  a  system  of  class  records  by  means  of  which  the  -superintendent,  teach¬ 
ers  and  pupils  know  every  month  the  relative  value  of  the  work  done  by  any 
pupil  in  any  class  throughout  the  entire  school  and  we  will  be  able  to  give 
the  standing  of  any  pupil  who  has  attended  the  schools  one  month,  one  term 
or  a  year. 


The  High  School. 

The  modern  American  High  School  may  appropriately  be  called  the 
‘•College  of  the  Masses.”  It  has  very  largely  displaced  the  old  time  academy 
as  a  preparatory  school  for  college  and  higher  institutions  of  learning.  The 
additions  made  in  the  course  of  study  will,  without  doubt,  add  much  to  the 


13 


efficiency  and  prosperity  of  our  High  School,  and  will,  in  the  end,  induce 
many  more  students  not  only  to  enter  the  high  school,  but  also  to  complete  a 
full  course  of  study.  Respectfully  submitted, 

C.  H.  PUGII, 

Supt.  City  Schools. 

Outline  of  Work— Primary  Senool 

FIRST  GRADE. 

READING. 

✓ 

1.  Oral  expression  of  thought  in  complete  answers  to  questions  (con¬ 
versations).  This  is  to  secure  the  correct  form  for  the  unit  of  thought,  the 
sentence. 

2.  The  written  form  of  action  words,  for  the  action  word  is  the -soul 
of  the  sentence;  the  idea  presented  before  the  word. 

3.  Pictures  with  action-words  forming  sentences. 

4.  Names  of  members  of  class  with  action-words  forming  sentences. 

5.  Analysis  of  words  in  sentences. 

6.  Synthesis  of  sounds  into  words. 

7.  Other  words  are  needed;  connecting  words,  require  special  drill. 

8.  Print  introduced  after  thorough  mastery  of  about  one  hundred 
words  in  script.  The  equivalent  of  three  easy  First  Readers,  the  first  year. 
Translating  print  into  script  by  copying  words  and  sentences  from  the 
readers.  Original  sentences  as  soon  as  possible. 

Conserve  energy  by  preventing  errors.  Secure  right  thinking  and 
correct  habits  by  so  conditioning  the  child  that  the  right  will  be  easier  than 
the  wrong.  To  be  profitable,  thought  must  be  in  ever  step. 

Working  Materials.— In  this  grade  the  teacher  should  use  crayon 
in  picture-making,  and  she  should  be  a  good  penman.  Many  objects  are  use¬ 
ful:  Chart  with  Primer,  Harper’s  First  Reader,  parts  of  other  First 
Readers,  etc. 

LANGUAGE  AND  LITERATURE. 

1.  *  Language  is  a  training  that  should  result  in  correct  and  fluent  use 
of  English.  The  first  steps  toward  this  end  are  teaching  correct  sentence 
forms  and  correcting  prevalent  errors. 

2.  The  material  for  the  drill  is  furnished  by  the  children,  as  they 
report  daily  on  things  they  see  and  hear,  and  in  re-telling  stories  told  to 
them. 

3.  Select  stories  from  flEsop,  Grimm,  Anderson  and  others  and  tell 
them.  Several  poems  are  spoken  to  the  children  and  they  attempt  to  repro¬ 
duce  them. 

Written.— At  first  merely  imitative,  copying  words  or  sentences. 
Some  portion  of  the  reading  lesson,  should  be  copied  daily,  from  the  black¬ 
board  or  reader,  to  accustom  the  pupils  to  correct  spelling,  punctuation, 
capitilization,  by  unconscious  imitation.  They  should  be  taught  to  write  sen¬ 
tences  of  their  own  as  soon  as  the  number  of  words  learned  will  permit. 


I 


14 

SPELLING. 

Taught  in  connection  with  reading,  language  and  writing.  Have 
oral  and  written  spelling.  Spell  by  sound  and  name.  Be  sure  pupils  can 
spell  all  common  words  used  in  the  grade.  The  simple  diacritical  mark's  may 
be  learned. 

WRITING. 

Material. — Special  ruled  slate  and  paper.  Writing  is  first  mere 
copying  of  word  learned  in  the  reading  and  other  lessons.  Accurate  mental 
pictures  of  single  letters  are  produced  by  writing  in  the  air  and  by  tracing  ’ 
on  slate  or  paper.  Correct  position  and  movement  are  attempted  from  the 
first.  Copies  of  large  size  and  accurate  form.  The  entire  alphabet  of  small 
letters  and  some  capitals  are  learned  the  first  year. 

NUMBERS. 

1.  Determine  the  child’s  knowledge  of  numbers.  The  child  learns 
to  observe  “how  many”  in  objects,  actions  and  sounds.  He  is  led  to  see  a 
two.  a  three,  or  four  objects  in  and  among  other  objects. 

2.  Children  are  led  to  abstract  the  number  from  objects  before  them 
by  asking  them  to  tell  the  “how  many”  of  objects  and  parts  of  objects  at 
home. 

3.  Children  are  taught  to  make  accurate  and  rapid  observations 
about  the  “how  many”  by  means  of  sight  cards.  All  the  fundamental  oper¬ 
ations  in  numbers  below  eleven  are  learned  the  first  year.  The  halves  of  2, 
4,  6,  8, 10;  thirds  of  3,  6,  9;  fourth  ot  4,  8,  and  fifth  of  5,  10,  are  learned  and 
tested  as  ones. 

4.  The  work  of  the  year  is  carried  on  under  three  heads,  namely: 
(1)  Finding  out  the  number  of  facts.  This  is  done  by  requiring  pupils  to 
handle  sensible  objects.  When  the  fact  has  been  reached,  much  care  is  taken 
that  the  child  states  the  fact  in  clear  and  concise  language.  (2)  Fixing  the 
number-fact  in  the  mind  as  a  part  of  itself.  This  is  done  by  requiring  each 
pupil  to  state  in  clear  concise  language,  which  is  afterwards  fixed  by  concert 
drill.  (3)  Applying  the  number  of  facts  in  making  and  solving  of  problems. 
The  children  make  these  problems  concerning  the  buying  and  selling  of  pen¬ 
cils,  oranges,  marbles,  etc.:  also  about  birds,  eggs,  pigs. 

Materials. — The  materials  are  the  splints,  beads,  shells,  spools, 
pebbles,  inch  cubes,  foot  rules:  pint,  quart,  and  gallon  measures.  The  four 
fundemental  rules  through  10  by  the  “Selley’s  Grube Method.”  Each  number 
must  be  completely  developed  by  the  use  of  objects. 

Instructions,  at  first,  oral,  so  the  child  may  fully  comprehend  num¬ 
ber  before  the  symbol  is  given. 

Notation.— Read  and  write  numbers  to  100  by  Arabic  method  and  to 
XX  by  Roman  method. 

Fractions.— Teach  objectively  4,  4,  4,  one-fifth  and  apply  them  to 
the  numbers  learned:  as  4  of  2,  4,  6  or  8:  4  of  3,  6  or  9;  4  of  4  or  8;  one-fifth 

of  5  or  10. 


Compound  Numbers.— Teach  pint,  quart,  peck,  inch,  foot,  yard. 

PREPARATORY  GEOGRAPHY. 

Teach  the  cardinal  points,  also  the  semi-cardinal  points,  and  the  idea 
of  distance.  Measurement  of  school  room  and  of  objects  in  the  school  room. 
Eising  and  setting  of  the  sun.  Eeview  directions.  Talk  on  woods,  lakes 
creeks,  ponds,  hills,  in  the  neighborhood.  Capitals  of  the  county  and  state. 

DRAWING. 

The  work  of  this  year  is  designed  to  develop  the  perceptive  powers. 
By  it  the  child  learns  to  observe  and  gains  a  means  of  expressing  his  ideas. 
It  is  to  help  him  in  all  of  his  studies  and  is  taught  with  this  end  in  view. 

The  year’s  work  gives  the  child  ideas  of  form  as  he  handles  the  solids 
and  makes  them  in  clay.  The*  type  forms  used  are  the  sphere,  cube,  cylinder, 
lie  hnds,  thinks  or,  ana  molds  objects  like  these.  He  learns  to  use  and  write 
the  names  of  type  forms. 

The  circle,  square  and  oblong  are  developed  from  the  type  forms 
made  in  ciay;  the  same  forms  are  cut  in  paper,  the  square  and  oblong  are  laid 
with  sticks.  Taper  folding  is  a  feature  of  interest  and  culture  to  be  taught 
during  the  year.  The  primary  colors,  red,  yellow  and  blue,  are  taught  this 
year.  Set  ino.  zo  Prangs  Models  for  Form  Study  and  Drawing,  Prang’s  Pri¬ 
mary  Course,  slate  and  practice  paper. 

SCIENCE. 

Purpose.— To  enlarge  the  child’s  sympathy  and  to  extend  his  range  of 
knowledge  ana  judgement;  10  cultivate  perception,  memory  and  judgement, 
that  he  may  become  a  close  observer,  an  accurate  reporter  and  a  discriminat¬ 
ing  judge. 

Material.— Chiefly  what  is  seen  and  heard.  Insects  and  birds  in 
the  fall.  Domestic  animals  in  the  winter.  Birds,  leaves,  seeds,  flowers  in 
the  spring. 

IN.  B.—  All  the  general  principles  and  directions  given  for  the  first 
year  applies  through  the  entire  school. 

MORALS  AND  MANNERS. 

Obedience,  truthfulness,  politeness,  punctuality,  cleanliness  and  other 
virtues  taught  and  practiced. 

SECOND  GEADE. 

READING. 

The  distinctive  features  of  the  work  of  this  year  are  two:  (1)  Quick 
sighting  of  words  by  means  of  their  phonic  elements,  and  (2)  writing  words 
from  dictation  (spelling). 

The  facts  to  be  learned  of  a  word  are  the  letters  needed  for  writing 
the  word;  and  the  sound,  tne  syllables,  and  fne  accent  needed  for  reading 
the  word.  The  ability  to  cover  these  four  points  depends  upon  the  power  to 
abstract  the  word.  To  some  extent  this  power  is  acquired  in  the  first  year, 
but  there  are  hundreds  of  words  read  by  the  children  which  they  cannot 


16 


write  from  memory.  In  the  second  year  they  begin  to  bring  the  power  of 
reading  and  that  of  writing  more  nearly  parallel.  Until  the  child  is  inde¬ 
pendent  of  such  help,  he  is  assisted  to  the  correct  pronunciation  of  the  diffi¬ 
cult  words  before  studying. 

Simple  homonyms, — as  to,  too,  two;  hear,  here;  no,  know;  there,  their; 
see,  sea:  be,  bee;  write,  right;  new,  knew;  blew,  blue,  are  taught  by  their 
use  in  sentences. 

Materials. — The  equivalent  of  two  advanced  First  Readers,  Harper’s 
Second  Reader,  are  read  this  year.  Nature  stories  for  young  readers,  black¬ 
board  and  crayon  for  picture  making,  etc. 

LANGUAGE  AND  LITERATURE. 

The  work  of  the  second  year  is  similar  to  that  of  the  first,  except  that 
the  children  are  required  to  do  more  written  work.  vEsop's  Fables,  and  stories 
of  familiar  animals  are  used  chiefly  for  language.  Many  of  these  stories  are 
reproduced  in  writing,  but  before  the  pupils  are  asked  to  write,  the  forms 
are  made  familiar  to  them,  and  also  such  technical  points  as  will  be  needed 
to  put  into  correct  form  the  story  which  they  are  asked  to  write.  The  pupils 
may  use  DeGarmo’s  Language  Book  No.  1,  the  last  part  of  the  year. 

Copying  sentences  or  paragraphs  from  black-board  or  reader.  Supply¬ 
ing  omitted  words.  Writing  short  descriptions  of  pictures  or  objects.  From 
dictation.  Composing  sentences  containing  given  words.  Relating  accounts 
of  things  seen  or  done. 

Punctuation. — The  use  of  the  comma,  in  a  series  of  words;  before 
and  after  the  name  of  a  person  addressed.  The  exclamation  point.  Period 
as  a  mark  of  abbreviation.  Comma  and  period  as  punctuating  dates  and 
addresses. 

Capitals. — At  the  beginning  of  names  of  counties,  cities,  streets  and 
months.  Review  and  teach  use  of  capitals  as  found  in  First  Reader  lessons. 

Abbreviations. — The  meaning  and  use  of  the  following:  Esq.,  ans., 
Av.  (avenue),  ct.,  cts.,  doz.,  yd.,  ft.,  pt.,  qt.,  lb.,  and  all  found  in  the  Reader. 
Names  of  days  and  months. 

Conventional  Forms. — Teach  each  pupil  to  write  his  address  in  full; 
also  to  write  heading  and  salutation  of  letter. 

Grammatical  Forms.— The  correct  use  of  a,  an,  the,  this,  that,  these, 
those,  is,  are,  was,  were,  has  and  have.  Names  to  denote  one  and  more  than 
one.  The  use  of  verbs  to  agree  with  each  form.  Give  systematic  drills  in 
the  correction  of  colloquial  errors.  Also  the  wse  of  adjectives,  adverbs,  per¬ 
sonal  pronouns.  Forms  of  common  irregular  verbs;  as,  go,  sit,  set,  lie,  lay, 
see,  run,  do. 

The  literature  of  this  year  consists  of  the  oral  analysis  of  several 
simple  poems,  recited  by  the  teacher  to  the  pupils.  Some  part  of  the  poem 
must  be  remembered  and  given  back  to  the  teacher.  Before  the  end  of  the 
year  pupils  are  asked  to  reproduce  some  of  these  poems  in  writing,  from 
memory. 

SPELLING. 

All  the  new  words  of  reading  lessons  and,other  familiar  words  not  in 
reader,  but  used  in  language  exercises.  Often  review  words  frequently  mis- 


IT 


spelled.  All  diacritical  marks  used  in  reader.  Daily  phonic  drill. 

WRITING. 

Copy  book  No.  1,  Normal  Review  System,  pen  and  ink  and  practice  pa¬ 
per,  or  improvement  tablet.  Daily  practice  of  free  movement  exercises.  All  the 
letters  large  and  small,  in  order  of  the  alphabet.  Peculiar  joining  of  the 
letters. 

NUMBER. 

The  work  of  the  first  year  reviewed  to  secure  familiarity  with  the 
forms  of  thinking  in  number.  Numbers  between  10  and  20  are  shown  to  be 
ten  and  a  certain  number  of  ones.  Bundies  of  ten  worked  with  as  ones. 
Children  interpret  from  board  the  written  forms  for  the  fundamental  opera¬ 
tions,  and  illustrate  them  by  means  of  splints,  blocks,  etc.  Solve  problems, 
giving  a  very  simple  analysis.  A  few  of  the  simpler  measures  are  handled  by 
the  children  in  actual  measurements.  All  the  number  facts  learned  are 
applied  in  the  making  and  solving  of  original  problems  by  the  pupils. 

The  work  of  the  year  should  result  in  an  ability  on  the  part  of  the 
pupils  to  interpret  symbols  (figures)  of  numbers,  and  signs  (+,  — ,  X,  of 
numerical  operations  through  twenty.  Study  the  relations  of  numbers  by 
means  of  objects.  Gradually  free  thought  from  dependence  upon  sense  per¬ 
ception. 

Materials.— These  are  the  same  as  in  the  first  year,  with  the  ad¬ 
ditional  of  work  with  pencil  and  paper,  and  actual  divisions  of  objects  to 
teach  fractions,  measures,  foot  and  yard  learned  and  used,  also  the  pound  is 
taught. 

Number  Work.— Continue  the  development  of  numbers  to  30,  and  have 
tables  completed  and  learned  to  within  limits  of  that  number. 

Notation.— Read  and  write  numbers  in  Arabic  to  1000,  and  Roman 

to  LN. 

Fractions. — Review  fractions  of  First  Grade  and  teach  in  same  way 
1-6,  1-7,  1-8,  1-9,  1-10,  1-11  and  1-12. 

Compound  Numbers. — Ounce,  pound;  days  in  wreek;  weeks  in  month; 
months  in  year;  number  of  inches  in  linear  foot;  feet  in  yard.  Square  foot 
and  square  yard  as  wholes.  Things  in  a  dozen. 

Mechanical  Work.— Add  columns-of  0’s,  l’s,  2’s,  3’s,  4’s,  thesumnot 
to  exceed  30.  Add  and  subtract  by  5’s  and  6‘s  to  30.  Subtraction.— The 
subtrahend  composed  of  0’s,  l’s,  2’s,  3’s,  4’s,  and  each  figure  of  the  minu¬ 
end  greater  than  corresponding  figure  of  subtrahend.  Multiplication.— Multi¬ 
plier  not  to  exceed  6.  Division. — Divisor  not  to  exceed  6. 

Thorough  drill  in  rapid  work  and  solution  of  concrete  problems. 
Count  forward  and  backward  by  2’s,  5’s  and  10's  to  100. 

The  formation  of  tables  of  addition,  subtraction,  multiplication,  and 
division.  Much  oral  and  written  work  requiring  the  solution  of  concrete 
problems  involving  one  operation. 

PREPARATORY  GEOGRAPHY. 

Talks  on  rain,  hail,  sleet,  frost,  snow,  ice,  air,  fogs,  dew,  mist,  clouds, 
water-spouts,  lightning,  rainbow  and  wind.  Review  previous  work. 


18 


DRAWING. 

The  work  of  the  second  year  follows  the  same  plan  as  that  of  the  first, 
and  the  same  objects  are  held  in  view.  The  type  forms  used  are  the  hemi¬ 
sphere,  square  prism,  triangular  prism,  semi-circle,  and  equilateral  and  isosce¬ 
les  triangles.  Use  “Prang’s  Small  Guide  Took.”  The  colors  are  orange,  green, 
purple,  with  those  taught  the  first  year.  Same  set  of  models  as  used  in  the 
previous  grade. 

SCIENCE. 

Field  Work.— Observation  as  in  the  first  year,  but  pupils  will  see 
and  hear  more  things  in  the  second  year,  and  they  will  hear  and  see  these 
things  more  particularly.  In  the  fall,  notice  seeds,  fruits,  birds  and  trees. 
The  preparation  of  trees  and  animals  for  winter.  In  the  winter  notice  birds, 
domestic  animals,  wild  life,  snow  flakes.  In  the  spring,  notice  returning 
birds,  vegetation,  insects,  flowers,  etc. 

Materials. — Colored  crayon,  colored  pencils,  miscroscope,  objects 
brought  by  pupils  for  examination. 

MORALS  AND  MANNERS. 

Lessons  on  kindness,  patience  and  cleanliness  one  day  each  week. 

THIRD  GRADE. 

READING. 

During  the  third  year  the  child  is  thrown  more  upon  his  own  resources, 
lie  is  asked  to  do  original  work,  but  the  chief  drills  are  intended  to  give  him 
increased  power  in  the  use  of  words,  to  establish  correct  habits  in  form,  to 
cultivate  his  memory  and  to  increase  his  power  to  bring  his  thoughts  to  bear 
upon  any  subject  desired.  Some  of  the  methods  used  for  these  purposes  are 
given  below: 

Dictation  of  words,  stories  and  poems;  reproduction  of  stories;  pro¬ 
nunciation  drills  and  memory  forms  learned  by  concentration  of  thought, 
developed  by  substituting  for  the  word  used  in  the  book,  words  from  the 
children’s  vocabulary.  Homonyms  learned  as  children  discover  them. 

Materials.— Two  Second  Readeis  or  the  equivalent  are  mastered 
during  the  year.  Games  and  other  devices  are  used  to  keep  the  interest 
sustained.  As  far  as  practicable  the  objects  read  about  are  brought  before 
the  class.  Papers  and  magazines  should  be  used  to  some  extent.  Harper’s 
Third  Reader  used. 

LANGUAGE  AND  LITERATURE.  ■ 

Lessons  in  Zoology,  Botany  and  Biography  furnish  the  material  for 
oral  and  written  work.  Accuracy  ana  neatness  required  in  all  the  work. 
Daily  correction  of  errors.  Composition  work  consisting  of  the  reproduction 
of  stories  read  by  the  teacher,  more  fully.  Dictation  exercises  to  teach  para¬ 
graphing,  punctuation,  etc.  Have  pupils  explain  how  the  contractions  don’t, 
doesn’t,  can’t,  I’m,  I’ll,  wouldn’t,  isn’t,  are  formed.  Don’t  for  doesn’t,  is  for 
are,  done  for  did,  seen  for  saw,  are  mistakes  that  must  be  persistently  cor¬ 
rected  in  the  oral  language  as  well  as  in  the  written  work. 

Punctuation.— Use  of  apostrophe  in  possessive  nouns,  and  in  omis¬ 


sions. 


19 


Capitals. — In  headings  and  titles  of  books. 

Abbreviations.— Rev.,  Capt.,  Gen.,  M.  (noon),  A.  M.,  P.  M..  P.  S., 

P.  O. 

Conventional  Forms.— Letter  writing.  Copy  a  model  of  letter 
form  from  blackboard,  giving  a  proper  knowledge  of  (1)  heading,  (2)  address, 
(3)  salutation,  (4)  close,  (5)  superscription.  Write  short  letters. 

Grammatical  Forms. — Correct  common  errors  in  conversation. 
Teach  definition  of  noun.  Review  singular  and  plural.  Rule  for  forming 
plural  by  adding  ‘s’.  Teach  the  verb.  Develop  idea  of  sentence.  Drill  upon 
tilling  blanks  in  sentences  with  verbs  and  nouns.  Continue  the  drill  upon 
the  use  of  words  suggested  for  preceding  year.  Use  Southworth  &  Goddard’s 
First  Language  Lessons  to  lesson  120  on  page  69.  The  literature  must  be 
choice  poems  studied  and  memorized. 

SPELLING. 

In  connection  with  the  reading,  language  and  other  work  of  the 
grade,  oral  and  written;  by  sounds  and  name.  Remark.— Be  sure  pupil  can 
spell  all  words  learned  and  used  in  the  grade.  Do  not  permit  pupils  to  guess 
at  the  spelling  of  words;  re-write  until  thoroughly  learned;  spell  mostly  by 
writing,  as  that  is  the  mode  used  in  practical  life;  teach  your  pupils  to  be¬ 
come  good  spellers;  this  can  only  be  done  by  much  practice. 

These  two  classes  of  words  should  not  be  dwelt  upon:  First,  those 
simple  one3  that  pupils  already  know;  second,  those  unpracticable  ones  that 
they  will  never  use,  or  which  can  better  be  learned  when  needed.  Continue 
exercises  in  phonic  analysis. and  synthesis  of  monosyllables.  Syllabication  of 
words  of  two  and  three  syllables.  Marking  of  accent.  A  primary  spelling 
book  to  be  used  this  year. 

WRITING. 

Material. — Copy  book  No.  2,  and  pens.  Movement  book.  Daily 
practice  of  three  movement  exercises.  The  small  letters  in  allied  groups;  ‘a’ 
group  (a,  d,  g,  q);  ‘i’  group  (i,  u,  w,  t);  ‘m’  group  (m,  n,  h,  y);  ‘1’  group  (b,  1,  k,  f, 
j,  z);  mixed  group  (c,  d,  p,  b,  s,  x,  v);  single  letter  (o).  Capitals  in  groups. 
.Peculiar  joinings  and  words  difficult  to  write.  Careful  attention  to  spacing. 
The  copy  for  the  day,  after  being  traced  with  dry  pen  should  be  written  on 
drill  paper  before  writing  in  books. 

ARITHMETIC.  .  , 

The  work  for  the  year  includes  operations  in  numbers  through  100. 
Tens  are  worked  with  as  ones  were  in  the  second  year.  “Place  value”  of 
figures  taught  with  objects.  Pupil  adds,  subtracts,  multiplies,  divides  (also 
partitions)  tens  as  ones.  He  learns  to  count  to  100  by  2’s,  3’s,4's,  5’s,  etc.,  and 
he  also  learns  that  any  number,  as  76,  is  made  up  of  seven  tens  (bundles)  and 
six  ones.  He  reads  it  seven  tens  and  six  ones  or  seventy-six.  Toward 
the  close  of  the  year  the  pupils  do  simple  written  work  in  the  fundamental 
operations.  This  written  work  is  illustrated  with  objects  by  teacher  and 
pupil,  until  the  pupil  can  give  a  class  statement  of  the  process  without  the 
presence  of  the  objects. 

Material— During  the  year  the  pupils  use  a  text  book,  by  the  use 


20 


of  wliich  they  learn  to  interpret  problems  through  words.  Fix  number  facts 
by  drills.  The  pupils  bring,  from  time  to  time,  the  written  solutions  of 
simple  problems  and  other  written  matter  connected  with  the  study  of 
numbers.  Continue  the  development  of  numbers  to  100.  Complete  the  tables, 
to  the  limit  of  this  number. 

Notation. — Read  and  write  numbers  to  10,000,000  by  Arabic  method 
to  D  by  Roman. 

Fractions. — Teach  to  add  and  subtract  both  common  and  decimal 
fractions  by  the  use  of  objects. 

Compound  Numbers. — Review  tables  learned  and  extend  same. 

Mechanical  Work. — Develop  definitions  of  addition,  subtraction, 
multiplication,  and  division.  Multiply  and  divide  by  numbers  consisting  of 

two  places.  Rapid  oral  work.  Solution  of  practical  problems.  White’s 
Elementary  Arithmetic  to  page  63. 

PREPARATORY  GEOGRAPHY. 

Time.  How  divided?  Day;  night.  Cause.  Summer  and  winter. 
Cause.  Length  of  day  in  each  season.  Seconds  in  a  minute.  Minutes  in  an 
hour.  Hours  in  a  day.  Days  in  a  week.  Weeks  in  a  month.  Months  in  a 
year.  Name  the  seasons.  The  months.  Study  city.  Draw  map.  Size,  po¬ 
sition,  settlement,  railroads  and  city  officers.  Bound  and  draw  map  of  the 
township,  and  locate  the  railroads,  towns,  rivers,  etc.  Capital,  Area.  Climate, 
different  kinds.  Farmer,  what  he  does.  Who  uses  the  products  of  the  farm? 
What  products  are  exported?  Merchant,  from  what  countries  are  his  goods 
obtained?  Mechanics,  tell  why  each  is  needed.  Tell  what  minerals  there 
are  in  our  State.  The  most  important.  Tell  of  savage  life,  giving  examples. 
Half-civilized.  Name  some  lialf-civilized  nations.  Tell  what  nations  are 
civilized.  To  wliat  division  does  our  country  belong?  Prepare  for  and  devel¬ 
op  as  far  as  possible  the  following  topics  in  relation  to  the  Country:  Dnw, 
position,  boundary,  size,  surface,  soil,  vegetation,  minerals,  rivers,  lakes, 
creeks,  railroads,  towns,  cities,  manufactures,  industries,  officers,  noted  men, 
schools  and  colleges,  history. 

DRAWING. 

Follow  same  general  plan  as  in  first  and  second  years.  The  type 
forms  are  ellipsoid,  ovoid,  cone  and  pyramii.  Dictation  exercises  on  the 
black-board  and  on  paper,  and  some  drawing  from  objects  give  the  opportu¬ 
nity  to  apply  these  type  forms  and  those  learned  in  previous  years.  See 
Prang’s  Manuel.  Book  No.  1,  Prang’s  Shorter  Course. 

SCIENCE. 

For  the  Fall.— Fruits,  seeds,  fall  flowers:  preparation  of  trees  for 
winter;  preparation  of  insects  and  animals  for  winter;  migratory  birds  as 
they  disappear:  home  birds  in  winter. 

For  the  Winter.— The  sky  and  landscape,  rainfalls,  snows,  coats  of 
animals,  fuel. 

For  the  Spring. — Coming  of  the  birds,  buds,  leaves,  seeds,  flowers, 


insects. 


21 


Material. — Same  as  previous  years. 

MORALS  AMD  MANNERS. 

Truthfulness,  obedience  to  parents  and  respect  to  the  aged  taught 
one  day  in  each  week. 

FOURTH  GRADE. 

READING. 

Study  long  and  short  vowels,  diphthongs  and  consonants.  Phonic 
analysis.  New  words  pronounced  in  the  class  when  the  lesson  is  assigned.  Nat¬ 
ural  expression  of  thought.  Pupil  reads  to  himself  before  reading  aloud. 
Children  relate  the  story  of  the  lesson.  Proof  required  that  the  pupil  under¬ 
stands  b3fore  he  is  asked  to  read  aloud.  He  is  led  to  glance  from  the  book 
when  within  a  few  words  of  the  close  of  the  sentence.  Attention  given  to 
the  meaning  of  new  words.  Pupil’s  acquaintance  with  words 
shown  by  his  using  them  in  sentences.  Pupils  use  their  own 
language  in  the  explanation  of  sentences  or  paragraphs.  Copy 
paragraphs  from  the  readers.  Attention  to  spelling  by  sound  and  letters. 
Silent  letters  noted.  Selections  memorized.  Accent,  emphasis  and  inflection 
should  be  made  prominent.  Cultivate  distinct  articulation  by  phonic  spell¬ 
ing  and  careful  pronunciation.  Lessons  short  and  well-mastered,  often 
reviewed.  Pupils  of  this  grade  should  be  provided  with  Webster’s  Common 
School  Dictionary,  and  its  use  carefully  taught.  A  few  words  should  be 
assigned  with  each  lesson  to  be  looked  up,  the  diacritical  marks,  pronuncia¬ 
tion  and  meaning  learned.  Harper’s  Third  Reader  completed. 

Supplementary  Reading.— Nature  stories  and  current  litterature. 

LANGUAGE  AND  LITERATURE. 

Continue  work  of  previous  grades.  Complete  Southworth  &  God¬ 
dard’s  First  Language  Lessons,  from  lesson  120  on  page  69.  Pains 
taken  to  secure  systematic  and  connected  thought.  Neatness.  Children 
encouraged  to  talk  freely  of  what  they  have  seen,  and  to  relate  their  own 
experience.  (Teacher  must  be  a  good  listener.)  The  children  helped  to  the 
right  habits  of  thinking.  Insist  on  correct  forms,  whether  written  or  spoken; 
false  forms,  even  when  under  criticism,  to  be  rarely  repeated.  Pupils  led  to 
give  full  descriptions  of  objects.  (Few  questions.)  Let  the  language  be  sup¬ 
plemented  by  work  in  science,  “The  House  I  Live  In”. as  a  text. 

Oral.— Read  directions  of  previous  grades.  Conversations  on  objects 
as  before.  Reproductions  of  the  story  of  the  reading  lesson.  Incidents  of 
knowledge  outside  of  school  related. 

Written.— Writing  from  dictation,  applying  rules  for  punctuation  . 
and  capitals.  Description  of.  objects  studied.  Reviews  of  lessons  or  stories. 
In  written  reproduction  require  proper  paragraphing  of  work.  Short  compo-  ; 
sitions  on  subjects  discussed  in  conversations  or  oral  object  work. 

Punctuation.— Use  of  the  colon  before  a  formal  question.  Teach 
the  separation  of  a .  quotation  from  the  rest  of  a  sentence  by  commas:  the 
dash  to  express  interruption  of  speaker,  or  abrupt  change  in  the  sentence. 
Review.  i,  > 

Capitals.— All  proper  nouns  and  words  derived  from  them  should  be- 


22 


gin  with  capitals.  Begin ing  the  first  word  of  a  line  of  poetry;  a  noun  per¬ 
sonified;  name  of  Deity  and  pronouns  standing  for  His  name. 

Abbreviations.— Names  like  Chas.,  Jas.,  Geo.,  Wm.,  No.,  Co.,  etc. 

Contractions.— I’d,  ’tis,  there’s,  they’re,  lie’s. 

Conventional  Forms.— Letter  writing;  business  letters;  brevity 
and  exactness. 

Grammatical  Forms. — Verbs:  present,  past,  perfect,  (complete); 
forms  of  those  in  common  use.  Careful  drills  on  sit,  set,  lay,  lie,  raise,  rise, 
teach,  learn.  Adjectives— Use  and  comparison.  Singular  and  plural  posses¬ 
sive  of  nouns. 

Correct  Colloquial  Errors. — Teach  the  forms  and  uses  in  sen¬ 
tences  of  personal,  relative  and  interrogative  pronouns.  Use  of  each,  every, 
either  and  neither.  Use  of  the  adverb.  Distinguish  between  adjectives  and 
adverbs,  prepositions,  participles. 

Literature. — Memorized  selections  from  the  reading  recited;  have 
stanzas  and  paragraphs  from  the  reading  recited  in  connection  with  the 
reading;  other  short,  appropriate  selections  properly  recited,  observing  the 
same  method  as  in  reading. 

SPELLING. 

New  and  more  difficult  words.  Close  attention  to  syllabication,  ac¬ 
cent,  silent  letters  and  use  of  diacritical  marks.  Phonic  analysis.  Begin  the 
study  of  simple  English  derivative  words  by  giving  onedesson  each  week;  as 
er — one  who  or  that  which— bak-er,  baker — one  who  bakes.  The  final  e  of 
bake  is  dropped  before  a  suffix  begining  with  a  vowel.  In  a  similar  way  teach 
some  of  the  most  important  prefixes  and  suffixes:  e,  ab,  con,  pro,  pre,  ex, 
trans,  sub,  tri,  ed,  ant,  in,  un,  ad,  re,  tion,  age,  or,  ble  and  such  others  as 
may  be  used  to  advantage  in  this  grade.  The  Primary  Spelling  Book  to  be 
completed  this  year. 

WRITING. 

Copy-book  No.  3  for  first  term,  No.  4  for  second  term.  Drills  to  cul¬ 
tivate  movement,  ease  and  rapidity.  Make  use  of  black-board  to  call  atten¬ 
tion  to  any  common  error  and  to  show  how  to  correct  it. 

ARITHMETIC: 

Exercise  in  rapid  addition,  subtraction,  multiplication  and  division. 
Promptness.  Problems  in  U.  S.  money  made  and  performed  by  pupils.  Drill 
work,  oral  and  written.  Fractions,  illustrated  by  the  use  of  money,  dry 
measure,  counters,  sticks  or  lines.  No  opportunity  given  for  guessing.  Re¬ 
view  all  the  tables  of  fundamental  rules  learned  and  proceed  with  same 
method  to  150.  Be  sure  the  pupil  knows  instantly  the  forty-five  combinations 
of  numbers. 

Notation.— Write  by  Arabic  method  to  100,000,000.  Complete  the 
Roman  method.  Give  sufficient  practice  in  reading  and  writing  numbers  to 
be  sure  the  pupil  can  write  any  number  with  ease  and  accuracy. 

Fractions.— Illustrate  the  meaning  of  the  terms,  numerator  and 
denominator.  Multiply  and  divide  fractions  by  intergers  rot  to  exceed  12. 
Reduce  mixed  numbers  to  improper  fractions,  vica  versa.  Work  objectively. 


23 


Decimals:  Teach  addition,  subtraction,  multiplication  and  division  of 
tenths,  hundredths  and  thousandths.  Fix  the  equivalents  of  £,  J,  4,  4, 
Apply  the  work  to  U.  S.  money. 

Compound  Numbers.— Teach  reduction,  addition,  subtraction  of 
compound  numbers,  tables  of  U.  S.  money,  Dry  measure,  Land  measure, 
Avoirdupois,  Troy,  Apothecaries’  weights  and  liquid  measure. 

Mechanical  Work.— Drill  in  addition,  subtraction,  multiplication 
and  division  of  small  and  large  quantities. 

Per  Centage.— Teach  meaning  and  what  part  of  anything  50,  25, 
75,  334  and  100  per  cent.  is.  White’s  Elementary  Arithmetic,  pages  63-125. 
Work  to  be  done  thoroughly. 

GEOGRAPHY. 

1.  Review  map  of  county:  maps  of  contiguous  territory. 

2.  Tne  State  in  outline  with  map. 

3.  Soil,  resources  (agricultural  and  mineral),  and  the  chief  indus¬ 
tries. 

4.  Questions  pertaining  to  the  people,  their  habits,  customs,  occupa¬ 
tions,  should  be  such  as  to  lead  pupils  to  seek  and  bring  to 
school  information  upon  these  subjects  and  thus  awaken  in  them  a  desire  for 
fuller  information  and  at  the  same  time  teach  them  how  to  gain  it  for  them¬ 
selves. 

5.  By  the  use  of  a  large  map,  developed  in  the  presence  of  the  pupils 
on  the  black-board,  familiarize  pupils  with  the  Mississippi  River  from  Galena 
to  Cairo;  Missouri  River,  from  Kansas  City  to  its  junction  with  the  Missis¬ 
sippi;  the  Illinois  River,  Kaskaskia  River,  Rock  River,  Ohio  River,  Wabash 
River  and  Lake  Michigan.  The  location  of  Chicago,  Bloomington,  Spring- 
field,  Alton,  Decatur,  Danville,  Peoria,  Rockford,  Rock  Island,  Quincy, 
Chester,  Cairo,  etc.,  in  Illinois;  and  St.  Louis,  Jefferson  City,  Kansas  City 
and  Hannibal,  in  Missouri;  and  Des  Moines,  Dubuque  and  Burlington,  in 
Iowa.  Present  these  points  so  that  pupils  may  get  correct  impressions  (a)  of  the 
direction  of  the  points  named,  from  Fairfield,  as  (b)  from  other  points,  (c)  of 
the  relative  distances  of  the  cities  named  from  Fairfield,  and  from  one  an¬ 
other,  (d)  of  actual  distances  (approximate  miles)  from  Fairfield,  and  (e)  of 
relative  size  (population)  of  each  of  the  places  named  compared  with  Fair- 
field. 

DRAWING. 

Note  points  in  previous  grades.  Neatness  insisted  upon.  Book  No. 
2,  Prang’s  Shorter  Course. 

SCIENCE. 

Continue  the  work  of  previous  grades.  Notice  the  preparation  ani¬ 
mals  make  for  the  year,  change  of  color,  storing  away  food  and  the  manner 
in  which  they  live  during  the  winter.  Insects,  injurious  and  beneficial. 
Teach  the  name  and  habits  of  birds  common  to  this  locality.  Make  collec¬ 
tions  of  plants  and  seeds. 

MORALS  AND  MANNERS. 

Good  name,  reputation  and  character.  Keeping  good  company.  See 
White’s  Outlines  on  Industry,  Economy  and  Health,  one  day  each  week. 


FIFTH  GRADE. 


HEADING. 

Harper’s  Fourth  Reader,  Part  I.  All  biographical,  historical  and 
scientific  allusions  to  be  explained  by  the  pupils  or  teacher,  and  these  explan¬ 
ations  are  to  be  reproduced  by  the  pupils  in  review  lessons.  Give  special 
attention  to  the  expression  of  the  meaning  of  the  writer.  The  meaning  and 
rendering  of  a  phrase  or  sentence  should  be  considered,  as  well  as  the  mean¬ 
ing  of  the  words.  Continue  sight  reading  and  silent  reading,  and  phonic 
analysis,  daily.  Supplementary  reading  continued.  Give  frequent  drill  in 
articulation, inflection  and  emphasis.  Let  the  work  in  this  grade  be  to  teach 
good  tone  of  voice;  to  analyze  the  thought  of  the  author,  and  give  such 
thought  in  the  best  of  English,  as  well  as  to  read  intelligently  at  sight  any 
selection  outside  of  the  text  book.  Have  such  selections  as  are  found  in 
other  books,  papers  or  magazines,  frequently  read  before  the  school,  without 
previous  preparation.  Continual  use  of  Dictionary  (“Webster’s  Common 
School.”) 

GRAMMAR. 

Maxwell’s  Introductory  Lessons  in  English  Grammar  to  Page  81. 

Oral. — Review  of  lessons  read  in  pupil’s  best  language.  Study  of 
objects  still  as  an  aid  to  ready  expression.  Stories  in  U.  S.  History  presented 
by  teacher  and  reproduced  by  pupils. 

Written. — Abstracts  of  lessons.  Compositions  on  familiar  subjects, 
in  which  pupils  give  the  results  of  their  observation. 

Punctuation. — Review  by  dictation;  selections  to  be  written  and 
punctuated.  Parenthesis,  brackets,  braces,  diaeresis,  section,  index,  para¬ 
graph,  caret  and  marks  of  ellipses. 

Abbreviations. — Teach  the  abbreviations  for  names  of  States. 

Conventional  Forms.— Letters  of  introduction,  application  for  po¬ 
sition,  answer  to  advertisements,  forms  of  check  and  due  bill. 

Grammatical  Forms. — More  thorough  work  on  properties  of  nouns 
and  pronouns.  Modes  of  distinguishing  gender.  Rules  for  forming  plurals. 
Declension  and  parsing.  Pronouns:  Kinds.  Compound  forms.  Special  use 
of  we,  you,  it;  of  mine,  thine,  yours.  Double  relative  what.  Adjectives: 
Review.  Modes  of  comparison.  Kinds  of  definitive  adjectives.  Frequent 
exercises  in  synthesis  of  sentences;  distinguishing  the  kinds  of  sentences  as 
to  form  and  use.  Analysis  of  each  kind  and  parsing  of  words. 

SPELLING. 

Advanced  Speller  to  page  01.  Select  twenty  words  daily  from  all  sub¬ 
jects  of  study.  Have  them  spelled  and  defined  orally.  This  in  addition  to 
the  spelling  and  defining  in  connection  with  spelling  book.  Written  spelling. 
Continue  diacritical  marking. 

WRITING. 

Normal  System  of  Penmanship,  copy-book  No.  41.  Use  practice 
paper  as  in  previous  grades. 

arithmetic. 

Drill  pupils  in  the  figure  work  of  the  four  fundamental  processes, 


25 

aiming  at  accuracy  and  rapidity.  Pay  special  attention  to  accurate  and 
rapid  addition. 

Fractions.— Continue  the  work  of  the  preceeding  term  and  teach 
multiplication  and  division  of  fractions.  Lead  pupils  to  deduce  rules  for 
written  work  from  the  objective  work.  Teach  relation  of  numbers: 
To  find  what  fractional  part  one  number  is  of  another,  as  what  part  of  9  is 
5?  To  find  a  number  when  a  fractional  part  is  given;  as,  9  is  f  of  what  num¬ 
ber?  Teach  the  aliquot  part  of  100,  and  give  pupils  practice  in  finding  the 
cost  of  things  bought  by  100,  by  1,000  and  by  the  ton,  etc. 

Decimals. — Reduction  of  decimal  fractions  to  common  fractions,  and 
common  fractions  to  decimal  fractions. 

Compound  Numbers. — Review  and  teach  division. 

Percentage. — Apply  the  language  of  decimals  to  per  centage,  and 
make  the  step  from  the  objective  to  the  written  work  and  drill  by  giving 
simple  problems. 

Simple  Interest.— Continue  the  work  begun,  avoiding  needless  dif¬ 
ficulties. 

Give  much  mental  work.  Do  not  allow  or  accept  slovenly  written 
work.  White’s  Elementary  Arithmetic  to  be  completed  this  year.  Stod¬ 
dard's  American  Intellectual  Arithmetic,  studied  in  connection  with  the 
subject  being  studied. 

GEOGRAPHY. 

Rand-McN  ally’s  Primary  Geography  to  page  59.  Review  the  earth  as 
a  whole;  shape;  motions  and  consequences;  latitude  and  longitude;  zones; 
uses  of  parallels  and  meridians;  natural  divisions  of  land  and  water;  physi¬ 
cal  features;  atmosphere  and  climate:  the  distribution  of  plants,  animals 
and  minerals;  and  the  political  divisions  with  definitions.  A  general  descrip¬ 
tion  of  North  America  as  a  whole,  including  its  physical  divisions  and 
features. 

HISTORY. 

Eggleston’s  First  Book  in  American  History  to  be  taken  up  and  com¬ 
pleted  this  year.  Make  much  use  of  bigoraphies  and  interesting  stories. 
Read  historical  poems  in  connection  with  principal  events.  Make  use  of  all 
illustrations  and  the  principal  characters.  Make  heroes  of  those  who  fought 
for  home,  liberty  and  native  land.  Instill  into  each  the  love  of  country  and 
honesty,  by  the  examples  history  affords. 

DRAWING. 

Prang’s  Shorter  Course,  Book  No.  3.  Same  method  as  in  previous 
grades.  More  drawing  from  objects. 

morals  and  manners. 

Obedience,  courage  and  self-control.  Effects  of  evil  speaking,  bad 
language  and  bad  habits.  One  lesson  each  week. 

SIXTH  GRADE. 

READING. 

Harper's  Fourth  Reader  completed.  The  suggestions  for  the  preced¬ 
ing  grades  to  be  observed  as  far  as  applicable.  Pupils  should  often  be  required 


to  read  from  teacher’s  platform,  and  declamations  and  recitations  from 
memory  must  be  made  frequent  features  of  the  instruction  in  reading.  Give 
thorough  instruction  in  emphasis,  inflection,  pitch,  tone  and  volume  of  voice. 
Supplementary  and  sight  reading  continued.  Cultivate  distinct  articulation 
by  phonic  spelling,  and  careful  pronunciation,  and  give  special  attention  to 
the  expression  of  the  meaning  of  the  author.  Sight  reading  from  magazines, 
newspapers  and  books  of  a  grade  similar  to  the  Fourth  Reader.  Voice  cul¬ 
ture,  training  in  the  correct  rendering  of  thought,  dictionary  work,  phonics 
and  diacritical  marks  continued. 

GRAMMAR. 

Complete  Maxwell’s  Introductory  Lessons  in  English. 

Oral. — Reproduction  of  lessons  and  history  stories.  Study  of  object. 
Narration  of  events. 

Written. — Regular  written  reviews  of  lessons.  Descriptions  of 
objects.  Biographies  of  great  men.  Compositions  on  familiar  objects. 

Punctuation. — Review  work  of  preceding  term.  Use  of  commas  to 
separate  words  and  phrases  in  same  construction.  Use  of  semi-colon. 

Abbreviations. — Review  and  teach  all  abbreviations  as  opportunity 
and  necessity  require. 

Conventional  Forms. — Review  business  correspondence. 

Grammatical  Forms. —  Verb:  transitive,  intransitive,  copulative; 
regular,  irregular;  properties:  voice,  mode,  tense,  person  and  number;  auxil¬ 
iary,  principal  parts;  infinitive  participle.  Adverb:  of  time,  place,  cause, 
manner,  degree;  comparison.  Preposition,  conjunction:  co-ordinate,  subor¬ 
dinate,  correlative.  Interjection.  Continue  study  of  sentences,  analysis  and 
parsing.  Follow  the  work  as  laid  out  by  the  author. 

spelling. 

Complete  book,  pages  61-109.  Pupils  held  for  difficult  words  in  all 
subjects.  Spelling,  both  oral  and  written.  Rules  for  spelling  taught;  dia¬ 
critical  marking  and  dictionary  work. 

WRITING. 

Normal  System  of  Penmanship,  copy-book  No.  5. 

ARITHMETIC. 

White’s  Complete  Arithmetic  to  page  176.  Much  supplementary 
work  and  drill  upon  practicable  problems  Drill  on  accuracy  and  rapidity. 
Require  definitions  and  analysis.  Give  a  great  deal  mental  work.  Review 
common  and  decimal  fractions.  Tables:  measure  of  extension,  capacity, 
weight,  time  arid  miscellaneous  tables.  Reduction  of  compound  numbers; 
addition,  subtraction,  multiplication  and  division  of  compound  numbers. 
Measurement  of  surface,  i.  e.,  plastering,  painting,  carpeting,  etc.  Cubic 
measure,  including  board  and  timber  measure  INI easu remen ts  of  rectangles, 
bins,  tanks,  cisterns,  etc.  Stoddard’s  American  Intellectual  Arithmetic 
used  in  connection  with  each  lesson. 

GEOGRAPHY. 

Iland-McNally’s  Primary  Geography  completed. 

1.  A  description  of  the  United  States,  (1)  as  a  whole;  (2)  by  groups  of 


States,  and  (3)  by  States— requiring  pupils  to  learn  only  most  important 
items  of  information  regarding  each. 

2.  Mexico,  Central  America  and  the  West  Indies. 

3.  Description  of  Danish  America,  Alaska,  the  Dominion  of  Canada, 
Newfoundland,  South  America,  Europe,  Asia,  Africa,  Oceanica  and  Aus¬ 
tralia. 

HISTORY. 

Epoch  I.  and  II.  Barnes’  Brief  History  of  the  U.  S.  Be  thorough 
in  this.  Review  often.  Use  maps.  Put  life  and  interest  in  the  work. 
Make  it  a  live  study  or  a  life-long  aversion  to  this  most  interesting  branch 
will  be  formed  at  the  out  set.  Learn  principal  dates  as  land-marks  for  this 
study  and  associate  all  other  with  these  few. 

DRAWING. 

Prang’s  Shorter  Course,  Book  No.  4.  Draw  largely  from  object  and 
from  memory.  Teach  pupils  to  represent  exactly  what  they  see,  not  what 
they  imagine  an  object  to  be.  Demonstration  of  how  easily  the  eye  may  be 
deceived.  Work  all  free  hand,  without  measurement. 

MORALS  AND  MANNERS. 

Inspire  pupils  with  a  just  pride  in  polite  conduct.  Cultivate  the  feel¬ 
ing  as  well  as  the  intellect.  Teach  them  to  be  just,  fair  and  true  in  their  re¬ 
lations  as  pupils— so  they  may  grow  into  just,  fair  and  truthful  men  and 
women.  One  day  each  week.  See  outline  following  course  of  study. 

SEVENTH  GRADE. 

READING. 

Complete  the  Fifth  Reader.  Sight  reading  and  supplementary  read¬ 
ing  from  magazines.  Critical  instruction  on  all  the  elements  of  gpod  reading 
should  be  given  as  the  need  of  it  becomes  apparent.  The  teacher  should  so 
fully  enter  into  the  spirit  of  the  selection  read  that  his  spirit  will  communi¬ 
cate  itself  to  the  pupil,  and  thus  help  him  to  read  with  the  natural  accom¬ 
paniment  of  voice,  look  and  gesture.  Observe  suggestions  for  previous  grades 
as  far  as  applicable.  Seek  to  cultivate  in  pupils  a  love  for  good  literature. 
Some  account  of  the  authors  of  standard  selections  read  should  be  given  and 
pupils  encouraged  to  read  other  works  of  theirs.  The  classification  of  ideas 
and  elements  of  reading  must  be  completed  in  this  grade. 

GRAMMAR. 

Maxwell’s  Advanced  Lessons  in  English  Grammar  to  page  222. 

Composition  Work — Oral. — Distinguish  between  the  different  kinds 
of  composition  as  narrative,  biographical,  historical  and  descriptive. 

Written. — Carefully  written  productions  every  two  weeks  upon  suit¬ 
able  subjects  from  outlines. 

Grammar. — Study  parts  of  speech  thoroughly.  Special  attention  to 
sub-divisions  and  properties.  Analyze  and  parse  continuously. 

spelling. 

Complete  the  Advanced  Spelling  Book  from  page  109.  See  previous 
grades.  Continue  the  rules  for  spelling,  and  definitions  of  Orthography. 


28 


WRITING. 

Business  forms.  Dictation  exercises. 

ARITHMETIC. 

White’s  Complete.  Pages  170-290.  Percentage,  Application  of  Per¬ 
centage,  Protit  and  Loss,  Commission  and  Brokerage,  Capital  stock, 
Insurance,  Taxes,  Customs  and  Duties,  Bankruptcy,  Interest,  Bank  Dis¬ 
count,  Partial  Payments,  Annual  Interest,  Compound  Interest,  Simple 
Interest,  Stocks,  Exchange,  Equation  of  Payments,  Ratio  and  Propor-s 
tioD,  Partnership,  to  Involution  and  Evolution.  Accuracy  and  thorough¬ 
ness  must  be  insisted  upon.  Much  practical  work  to  be  given.  Stoddard’s 
American  Intellectual  Arithmetic.  See  previous  grade. 

GEOGRAPHY. 

Rand-MoN ally’s  Grammar  School,  Geography  to  page  110.  Teach 
position,  form,  direction,  distance:  township,  county  and  State.  The  earth 
as  a  whole,  shape,  motion  and  its  place  in  the  heavens;  latitude  and  longi¬ 
tude.  Proofs  of  rotundity,  poles,  axis,  equator,  zones,  meridians  and 
parallels  studied  and  explained.  Thoroughly  illustrate  mathematical  geog¬ 
raphy.  North  America,  position,  contour,  relief,  drainage  and  surface,  with 
map  drawing.  Political  North  America;  special  study  of  Illinois  and  the 
United  States,  physical  features  made  prominent.  South  America,  physical 
and  political  divisions;  comparison  made  a  prominent  feature.  Use  a  com¬ 
plete  schedule  of  topics  for  study  and  recitation;  explain  standard  railroad 
time.  Show  the  drainage  systems  of  the  different  countries,  studied  by 
means  of  relief  maps.  Follow  plan  of  previous  grades.  Read  to  the  pupils, 
as  time  permits,  from  natural  or  geographical  readers.  Talk  to  and  with 
the  class  about  commercial  trips  around  the  world,  pleasure  trips  around  the 
globe;  places  visited  for  scenery  and  health,  manners  and  customs  of  people 
of  all  the  countries,  education  in  representative  countries,  noted  buildings 
in  our  continent,  drainage,  glaciers,  icebergs,  ocean  currents,  and  causes 
affecting  climate.  Vegetation  and  animals  of  the  various  countries  studied, 
noting  those  kinds  most  useful  to  man.  Make  this  study  interesting  and 
profitable. 

U.  S.  HISTORY. 

Brief  Review  of  Epoch  I.  and  II.  and  study  III.  and  IV.  In  the 
study  of  the  administrations  keep  the  constitutional  powers  of  the  Presi¬ 
dent  and  of  Congress  constantly  before  the  minds  of  the  pupils.  Have  much 
reading  of  important  biographies.  Tabulate  important  events,  inventions, 
etc.  See  previous  grades. 

DRAWING. 

Prang’s  Shorter  Course,  Book  No.  5.  When  possible  draw  from  the 
objects.  Special  work  on  the  cube,  cylinder  and  cone,  square,  pyramid, 
hexagonal  prism,  decorative  designs,  modification  of  units  and  miscellaneous 
drawings.  Special  work  on  shading  and  sketching. 

MORALS  AND  MANNERS. 

Lessons  taken  from  history  to  aid  in  character  building.  One  day 
each  week.  Review  topics  of  preceding  grades.  See  outlines. 


29 

EIGHTH  GRADE. 


*  READING ‘OR  LESSONS  IN  LITERATURE. 

Reading  books  should  be  of  a  literary  character  and  should  not 
attempt  to  teach  physical  or  natural  history.  They  should  make  very  sparing 
use  of  sentimental  poetry. 

From  the  beginning  of  the  third  year  at  school,  the  pupil  should  be 
required  to  supplement  his  regular  reading-book  with  other  reading  matter  of 
a  distinctly  literary  kind.  At  the  beginning  of  the  eighth  school  year  the 
reading-book  may  be  discarded,  and  the  pupil  should  henceforth  read  liter¬ 
ature-prose  and  narrative  poetry  in  about  equal  parts.  Complete  works  should 
usually  be  studied.  When  extracts  must  be  resorted  to,  these  should  be  long 
enough  to  possess  a  unity  of  their  own  and  to  serve  as  a  fair  specimen  of  an 
author’s  style  and  method.  Children  should  be  taught  to  read  distinctly  and 
with  expression,  but  without  exaggeration  or  mannerisms.  They  should  be 
taught  to  comprehend  the  subject-matter  as  a  whole  and  to  grasp  the  signifi¬ 
cance  of  parts,  as  well  as  to  discover  and  appreciate  beauties  of  thought  and 
expression.  Due  attention  should  be  paid  to  what  are  sometimes  thought¬ 
lessly  regarded  as  points  of  pedantic  detail,  such  as  the  elucidation  of 
involved  sentences,  the  expansion  of  metaphors  into  similes  and  the  com¬ 
pression  of  similes  into  metaphors,  the  tracing  of  historical  and  other  refer¬ 
ences,  and  a  study  of  the  denotation  and  connotation  of  single  words. 

Such  details  are  necessary  if  the  pupil  is  to  be  brought  to  anything 
but  the  vaguest  understanding  of  what  he  reads,  and  there  is  no  danger  that 
an  intelligent  teacher  will  allow  himself  to  be  dominated  by  them.  It  should 
not  be  forgotten  that  in  these  early  years  of  his  training  the  pupil  is  forming 
habits  of  reading  and  of  thought  which  will  either  aid  him  for  the  rest  of  his 
life,  or  of  which  he  will  by-and-by  have  to  cure  himself  with  painful  effort. 

GRAMMAR. 

Complete  Maxwell’s  Advanced  Lessons  in  English  Grammar. 

Composition  Work.— Bi-weeidy  compositions.  Care  in  neatness  and 
form.  Exercises  in  outlining  subjects. 

Grammar.— Study  the  sentence  in  all  its  forms.  Contracted  and 
abridged  propositions.  Diagram  and  analyze.  Study  Syntax  and  rules  for 
construction.  Follow  text-book  in  use  for  details  of  work. 

SPELLING. 

Review  Advanced  Speller  and  continue  work  of  previous  grades. 

Study  word  building  and  word  analysis,  also  rules  for  spelling  and 
pronunciation. 

“Dictionary  Work  for  Common  Schools”  by  Metcalf  &  DeGarmo 
to  be  used  by  the  teacher. 

WRITING 

Business  Forms.  Dictation  Exercises. 

ARITHMETIC. 

White’s  Complete  Arithmetic  completed  and  reviewed. 

Preliminary  definitions;  notation  and  numeration;  fundamental 
operations ;  drill  pupils  in  adding,  subtracting,  multiplying  and  dividing 


30 


until  they  can  perform  these  operations  accurately  and  rapidly  ;  have  oral 
work;  multiples  and  measures;  addition,  subtraction,  multiplication  and 
division  of  fractions;  give  much  work  under  this  head,  combining  exercises 
and  reasoning  difficult  problems  not  found  in  the  book.  Many  practical 
problems  should  be  given;  compound  quantities;  units  of  length,  surface ; 
volume,  weight  and  time,  with  much,  practice  in  the  actual  measuring  of 
these  quantities,  and  many  practical  problems.  Have  wood  piles  of  various 
shapes  measured,  and  compute  number  of  cords;  measure  land  of  various 
shapes,  such  as  yards,  small  fields,  gardens,  lumber,  rooms,  etc.,  and  calcu¬ 
lations,  involving  proht  and  loss,  commission,  and  brokerage,  insurance, 
taxes,  interest— difficult  methods ;  bank  discount ;  commercial  discount ;  par¬ 
tial  payments,  involving  practical  problems ;  stocks  and  bonds ;  proportion, 
partnership,  companies  and  corporations;  powers  and  roots,  worked  out  with 
blocks  at  first;  measuration,  involving  carpeting,  plastering,  papering,  floor¬ 
ing,  triangular  and  circular  forms  ;  measuration  of  volumes,  actual  measuring 
of  volumes  and  surface  by  pupils,  and  solution  of  problems  from  data  thus 
produced.  Metric  system  and  measures,  actual  measurement  of  objects,  with 
meters  and  other  measures  of  the  system  and  solutions  of  problems. 

GEOGRAPHY. 

Complete  Rand-McNally’s  Grammar  School  Geography.  Review' 
Mathematical  Geography.  Review  and  teach  thoroughly  each  country  of 
!N orth  America,  of  South  America,  of  Europe,  of  British  Isles,  of  Asia,  of 
Africa,  of  Oceanica.  Draw  maps. 

Let  pupils  associate  ali  his  ;oric  events  as  they  reach  them  in  this  study. 

Do  much  molding. 

Be  sure  all  places  are  exactly  located. 

HISTORY. 

Review  discoveries,  explorations  and  claims  to  territory  in  the  new 
world  by  European  nations  ;  colonization,  character,  hardships  and  motives 
of  the  early  settlers. 

Indians,  their  habits  and  relations  with  colonists. 

Colonial  forms  of  government;  charters;  royal  proprietary;  slavery 
in  the  colonies  ;  religious  freedom  and  education  ;  British  oppression;  inter¬ 
colonial  wars  ;  Revolutionary  war  and  its  results  ;  Constitution  of  the  United 
States  and  departments  of  government.  Early  administrations,  principles  of 
government  admissions  of  states,  increase  in  area  and  population,  inventions 
and  progress.  Foreign  wars,  political  parties  and  principles.  Monroe  Doc¬ 
trine,  protective  tariff  ;  financial  panic  of  1873;  gold  of  the  United  States, 
^National  Banking  system;  Political  and  Military  Leaders;  Seceded  States; 
settlement  of  difficulties  with  England,  France  and  Mexico;  important  treat¬ 
ies  and  recent  acts  of  legislation. 

Draw'  maps  showing  early  discoveries  by  the  Spanish,  English,  French 
and  Dutch,  explorations  and  attemps  at  colonization.  Motives  and  character 
of  settlers  should  be  enlarged  on  ;  growth  in  ideas  of  popular  liberty,  and 
religious  toleration.  Articles  of  confederation  and  their  defects ;  acquisition 
of  territory  and  conditions. 


31 


Remark.— English  History  should  be  studied  in  connection  with 
United  States  History  where  they  are  closely  connected  as  in  settlements, 
colonization,  inter-colonial  wars,  French  and  Indian  war,  Revolutinary 
period,  and  the  Civil  war. 

Barnes’Brief  School  History  of  the  United  States  to  be  completed  and 
reviewed  the  first  term. 

The  ‘'Illinois  and  the  Nation”  is  studied  the  latter  part  of  the  year 
giving  much  attention  to  the  Constitution  of  the  U.  S.,  and  also  of  the  State. 

PHYSIOLOGY, 

Steele’s  Hygienic  Physiology  studied  with  the  use  of  Physiological 

Charts. 

DRAWING. 

The  studies  will  furnish  sufficient  drawing  work  for  this  year. 

MORALS  AND  MANNERS. 

Lessons  taken  from  history.  All  topics  of  preceeding  grades  reviewed. 
One  lesson  each  week.  See  outline  Morals  and  Manners. 


COURSE  OF  STUDY. 


FAIRFIELD  HIGH  SCHOOL. 


FIRST  YEAR. 

FIRST  TERM. 

Recitations 
per  week. 

SECOND  TERM. 

Recitations 
per  week. 

Algebra. 

5 

Algebra. 

5 

Civil  Government. 

5 

Civil  Government. 

5 

High  School  Arithmetic. 

3 

High  School  Arithmetic. 

3 

Bookkeeping. 

2 

Bookkeeping. 

2 

Physical  Geography. 

5 

Physical  Geography. 

5 

Physiology. 

5 

Physiology. 

5 

SECOND  YEAR. 

Geometry,  Plane. 

5 

Geometry,  Plane  and  Solid. 

5 

Latin.  * 

5 

Latin.  * 

5 

\  Physics . } 

\  Physics . | 

£ 

{  Mechanical  Drawing,  j 

{  Mechanical  Drawing,  f 

0 

Zoology. 

5 

Zoology. 

5 

Botany. 

5 

Botany. 

5 

THIRD 

YEAR. 

Latin.  * 

5 

Ratin.  7r 

5 

General  Hisory. 

5 

s 

General  History. 

5 

Rhetoric. 

5 

-<D  . 

Rhetoric. 

5 

English  Literature. 

5 

H 

English  and  American  Lit- 

Political  Economy. 

5 

r-fsS 

erature. 

5 

Chemistry. 

5 

a 

1  Geography. 

(i 

<D 

Reviews.  [  g’^^ar_  . 

5 

H®* 

J  Arithmetic. 

*  Optional  with  pupil  through  advice  of  parent  or  guardian. 


I 


33 

General  Remarks  and  Requirements. 

Teachers  will  consult  the  “Report  of  Ten”  for  information  in  teach¬ 
ing  the  Science.  Also  each  teacher  should  have  some  Nature  Book  and 
Primary  Zoology  to  be  able  to  teach  more  systematic  this  subject. 

Music  is  made  a  part  of  each  school  session.  Follow  the  general  plan 
of  instruction  of  some  good  music  course,  selected  by  the  Superintendent. 

General  information,  once  each  week. 

Morals  and  Manners,  one  lesson  each  week,  as  outlined  by  Dr.  E.  E, 
White,  of  Cincinnati,  Ohio. 

In  primary  work,  hygiene  is  of  most  importance.  Teach  your  pupils 
how  to  locate  the  principal  organs  and  bones  of  the  body.  In  advanced  work 
teach  the  importance  of  regularity  in  eating,  sleeping,  wholesome  food,  of 
pure  air  and  water,  of  cleanliness  and  proper  clothing,  and  of  caring  for  the 
eye  and  ear  and  the  effects  of  alcohol  and  narcotics  on  body  and  mind.  One 
lesson  each  week.  Outlined  by  Superintendent. 

Rhetoricals  every  two  weeks.  Friday  evenings  after  recess.  Each 
pupil  is  to  take  part  at  least  once  each  month  unless  excused  by  the  Superin¬ 
tendent. 

The  highest  aim  of  discipline  is  to  train  your  pupils  to  habits  of 
cheerful  and  willing  obedience  to  necessary  law.  The  highest  ideal  of  human 
liberty,  happiness  and  usefulness  is  willing  obedience  to  the  laws  of  our 
being,  and  to  the  laws  of  society.  Govern,  manage  and  control  yourselves 
and  your  pupils. 

Keep  a  note  book  in  which  to  write  down  new  ideas  and  items  of 
interesting  information  as  you  find  them  in  your  readings.  Such  a  collection 
will  be  of  great  service  to  you  in  your  school-room  work— that  is  if  you  will 
really  keep  such  a  note  book  and  use  it  in  the  school-room. 

Recitations  should  be  regarded  by  you  from  at  least  three  stand 

points: 

First:  As  a  means  of  supervising  the  study  of  your  pupils. 

Second:  As  a  means  of  teaching. 

Third:  As  a  means  of  testing  their  knowledge  of  the  various  lessons 
assigned. 

Do  not  allow  your  pupils  to  find  out  that  they  can  come  to  the  recita¬ 
tion  without  having  prepared  their  lessons.  Make  it  a  point  to  test  each  and 
every  pupil  in  every  recitation  on  some  point  of  the  lesson. 

GENERAL  DIRECTIONS. 

FOR  FIRST,  SECOND,  THIRD  AND  FOURTH  GRADES. 

1.  Assign  no  more  written  work  than  can  be  examined  and  corrected 
personally  by  the  teacher. 

2.  Point  out  clearly  what  the  pupil  is  to  do  at  his  seat  in  preparation 
of  the  lesson. 

3.  Assign  short  lessons  and  see  that  they  are  prepared  as  directed. 

4.  Recitations  should  be  short,  frequent  and  spirited. 


34 


5.  As  an  exercise  in  sight  training,  require  the  words  at  the  head  or 
the  close  of  the  lesson  to  be  pronounced  rapidly  at  sight,  by  column  and  by 
line. 

'  MORALS  AND  MANNERS. 

The  following  outline  of  lessons  on  Morals  and  Manners  was  prepared 
by  Dr.  E.  E.  White,  of  Cincinnati,  Ohio.  Teachers  are  recommended  to 
study  it  and  to  give  lessons  upon  such  of  the  topics  as  are  given  in  the  course. 
The  importance  of  such  lessons  in  the  school  cannot  well  be  overestimated. 
The  evil  influences  with  which  so  many  children  are  surrounded  should  be 
counteracted  in  the  schools  by  the  instruction,  influence  and  example  of  the 
teacher. 

ENDS  IN  MORAL  INSTRUCTION. 

1.  To  purify  the  heart— to  awaken  a  love  for  what  is  true,  beautiful 
and  good  in  life. 

2.  To  develop  clear  moral  conceptions,  i.  e.,  clear  ideas  of  right  and 

duty. 

3.  To  quicken  the  conscience — to  train  the  moral  sense. 

4.  To  train  the  will  to  act  from  worthy  motives — to  free  it  from 
bondage  to  low  and  selfish  desires. 

OUTLINES  OF  LESSONS. 

1.  Cleanliness  and  Neatness.— 1.  Body,  hands,  nails,  hair,  etc. 

2.  Clothing,  shoes.  3.  Books,  slates,  desks,  etc. 

2.  Politeness.— 1.  At  school.  2.  At  home.  3.  On  the  street. 

3.  Gentleness  — 1.  In  speech.  2.  In  manners. 

4.  Kindness  to  Others.— 1.  To  parents.  2.  To  the  aged.  3.  To 
the  unfortunate  and  erring.  4.  To  enemies — the  Golden  Rule. 

5.  Kindness  to  Animals. — 1.  To  those  that  serve  us.  2.  To  those 
that  do  not  harm  us— the  killing  of  birds.  3.  The  killing  of  those  that  do 
us  harm.  4.  Cruelty  to  any  animal,  wrong. 

6.  Love. — For  parents.  2.  For  friends.  3.  For  one’s  neighbors. 
4.  For  enemies.  5.  For  God,  the  giver  of  all  good. 

7.  Respect  and  Reverence. — 1.  For  parents.  2.  For  the  aged.  3.  For 
those  in  authority. 

8.  Obedience.— 1.  To  parents.  2.  To  teachers.  3.  To  those  in 
authority.  4.  To  conscience.  5.  To  God. 

9.  Gratitude  and  Thankfulness.— 1.  To  parents.  2.  To  all  bene¬ 
factors.  3.  To  God. 

10.  Truthfulness.— 1.  In  thought,  word,  and  act.  2.  Deceit  and 
falsehood.  3.  Keeping  one’s  word. 

11.  Courage.— 1.  True  and  false.  2.  Daring  to  do  right.  3.  Cour¬ 
age  in  duty. 

12.  Honesty.— 1.  In  word  and  deed.  2.  In  little  things.  3.  Dis¬ 
honesty — “Honesty  is  the  best  policy.” 

13.  Honor.— One’s  parents.  2.  One’s  friends.  3.  One’s  self.  4. 
Home  and  country. 

14.  Good  Name.— 1.  When  young.  2.  Keeping  a  good  name.  3. 
Reputation  and  character.  4.  Keeping  good  company. 


15.  Self  Control.— 1.  Control  of  temper.  2.  Anger,  when  right. 

3.  Wrong  desires. 

16.  Confession  of  Wrong.— 1.  When  manly  and  noble.  2.  Denial 
of  faults— “The  denial  of  a  fault  doubles  it.” 

17.  Forgiveness.— 1.  Of  those  who  have  injured  us.  2.  Of  enemies. 

18.  Good  Manners.— 1.  At  home.  2.  In  school.  3.  In  company. 

4.  In  public  places. 

19.  Industry.— 1.  Labor,  a  duty  and  privilege.  2.  Right  use  of 
time.  3.  Self-reliance. 

20.  Economy.— 1.  Competency  depends  on  economy— “  Saving  in 
early  life  means  competency  and  comfort  in  old  age.”  2.  Duty  to  save  a  part 
of  one’s  earnings— “Lay  up  for  a  rainy  day.”  3.  A  spendthrift— “A  spend¬ 
thrift  in  youth,  a  poor  man  in  old  age.”  4.  A  miser— The  hoarding  of  money 
needed  for  comfort  or  charity— “No  man  livetli  unto  himself.”  5.  Savings 
banks. 

21.  Health.— 1.  Our  duty  to  preserve  our  health.  2.  Habits  that 
impair  health  foolish  and  selfish.  3.  The  sowing  of  “wild  oats”— What  a 
man  sows,  that  shall  he  reap.”  4.  Pain  a  warning.  5.  The  body  never  for¬ 
gets. 

22.  Evil  Speaking.— 1.  Slander.  2.  Tale-bearing.  3.  Faults  of 
others,  charity.  4.  Kind  words. 

23.  Bad  Language.— 1.  Profanity,  foolish  and  wicked.  2.  Slang, 
vulgar  and  impolite.  3.  Obscene  language. 

24.  Evil  Habits.— 1,  That  destroy  health.  2.  That  destroy  repu¬ 
tation.  3.  That  waste  money.  4.  That  dishonor  one’s  self  and  family. 

5.  That  take  away  self  control.  6.  That  are  offensive  to  others. 

25.  Temptation.— 1.  Tempting  others.  2.  Resisting  temptation . 

26.  Civil  Duties. — 1.  Love  of  country.  2.  Love  for  the  flag.  3. 
Respect  for-  rulers.  4.  Obedience  to  law.  5.  Fidelity  in  office,  bribery.  ’ 

6.  Oaths,  perjury.  7.  The  ballot,  buying  or  selling  votes.  8.  Dignity 
and  honor  of  citizenship. 

27.  Justice. — Due  to  all  men. 

28.  Benevolence. — One  of  the  highest  and  noblest  virtues. 

II.— SCIENCE. 

NATURE  STUDY  FOR  GRADES  OF  SCHOOL  BELOW  THE  HIGH  SCHOOL. 

[From  the  Report  of  Ten.] 

General  Principles  and  Plans, 
objects. 

1.  It  must  be  remembered  that  the  primary  object  of  nature  study  is 
not  that  the  children  may  get  a  knowledge  of  plants  and  animals.  The  first 
purpose  of  the  work  is  to  interest  them  in  nature.  This  must  be  done  before 
other  desirable  results  can  be  obtained.  The  second  purpose  is  to  train  and 
develop  the  children;  i.  e.,  to  train  them  to  observe,  compare,  and  express 
(see,  reason,  and  tell);  to  cause  them  to  form  the  habit  of  investigating  care¬ 
fully  and  of  making  clear,  truthful  statements,  and  to  develop  in  them  a  taste 
for  original  investigation.  The  third  purpose  is  the  acquisition  of  knowledge. 


36 

This,  however,  must  be  “gained  by  actual  experience,”  and  it  must  be 
“knowledge  classified,”  or  science. 

For  the  attainment  of  these  objects,  interest,  power,  knowledge,  the 
children  must  study  the  plant;  no  book  should  be  used  by  them.  The  effort 
of  the  teacher  should  be  so  to  interest  and  guide  them,  that  they  will  learn 
how  to  work  profitably. 

MATERIALS. 

2.  The  children  should  study  the  plant  as  a  whole,  not  merely  a  part, 
as  seeds,  leaves,  flowers;  it  is  a  mistake  to  limit  the  work  to  one  part  to  the 
exclusion  of  the  others,  and  it  is  a  great  mistake  to  allow  the  children  to 
study  the  parts  without  leading  them  to  see  the  mutual  relations  and  de¬ 
pendence  of  the  parts. 

3.  The  study  should  not  be  restricted  to  flowering  plants,  as  trees  and 
weeds,  but  should  be  extended  as  well  to  flowerless  plants,  such  as  ferns, 
horse-tails,  mushrooms  and  toadstools,  mosses,  lichens,  fungi,  and  fresh  and 
salt  water  algae.  Those  children  who  carry  the  work  through  eight  years 
should  obtain  a  fair  idea  of  the  plant  kingdom,  including  its  principal  divis¬ 
ions.  Those  who  stop  short  of  the  eight  years’  work  should  have  a  general 
idea  of  the  whole  plant  as  a  type  of  the  plant  kingdom,  more  or  less  detailed 
and  generalized  according  to  the  amount  of  time  spent  in  school. 

METHODS. 

4.  The  plant  should  be  studied  as  a  living  organism  and  not  merely 
as  form  or  structure.  The  child  should  learn  that  each  part  has  something 
to  do,  and  he  should  discover  that  what  it  does,  and  the  way  in  which  it  does 
it,  determine  its  form  and  structure.  The  study  of  seeds,  buds,  or  flowers 
should  begin  with  growth  and  development  or  unfolding,  which  should  lead 
to  an  investigation  of  use  or  function,  and  finally  to  an  examination  of  struc¬ 
ture.  The  comparison  of  the  uses  and  structure  of  different  plants  results  in 
classification. 

The  order  of  study  is: 

Life,  growth,  and  development. 

Use  or  function. 

Structure. 

Comparison. 

Classification. 

5.  The  plant  should  be  studied  in  its  relations  to  its  environments— 
light,  air,  water,  soil,  climate  and  other  plants — and  its  relations  to  the  lower 
animals  and  to  man.  For  the  time  being  the  plant  is  the  center  of  the  world. 
The  study  furnishes  many  opportunities  for  co-ordinating  science  work  with 
the  other  studies  of  the  school,  and  at  the  same  time  for  showing  man’s  use 
of  plants  and  his  dependence  on  them. 

6.  As  young  children  cannot  generalize,  it  seems  wise  to  limit  the 
work  during  the  first  two  years  to  the  study  of  the  germination,  development, 
growth  and  structure  of  three  or  four  typical  plants,  like  the  bean,  pea,  and 
sunflower,  studying,  of  course,  only  those  features  that  are  easily  understood. 
Gradually  more  details  may  be  studied,  and  other  kinds  of  plants,  flowering 


and  flowerless,  examined,  causing  the  pupils’  ideas  to  be  more  and  more  com¬ 
plete  and  generalized. 

T.  Whatever  is  being  studied,  the  questions  to  be  answered  are: 
What?  Why?  How? 

First:  What  does  it  do,  and  what  is  it? 

Second:  Why  does  it  do  so,  and  why  is  It  so? 

Third:  How  did  it  do  it,  and  how  did  it  become  so? 

At  first  little  can  be  done  but  answer  the  question  “what;”  gradually 
“what”  includes  so  many  particulars  that  an  answer  to  “why”  becomes  pos¬ 
sible;  before  the  end  of  the  course,  “how”  can  and  should  be  answered. 

8.  In  the  study,  during  the  earlier  years,  of  germination,  and  of  buds 
and  flowers,  that  which  appeals  most  to  the  children  is  the  provision  for  the 
protection  and  care  of  certain  parts;  later,  the  perfect  order  of  nature  will  be 
seen,  when  the  idea  of  system  and  plan  may  be  developed.  In  time  the  high¬ 
est  function  of  the  plant  must  be  shown,  that  of  reproduction,  when  the 
plant  should  be  studied  as  an  arrangement  for  producing  seeds.  While  all 
these  thoughts  should  be  developed  by  slow  degrees  from  the  beginning,  it 
seems  wise  to  emphasize  them  in  the  order  suggested.  The  central  thoughts 
should  be: 

For  the  first  and  second  years,  care  and  protection. 

For  the  third,  fourth  and  fifth  years,  order  and  system. 

For  the  sixth,  seventh  and  eighth  years,  reproduction. 

EXPRESSION. 

9.  Observation  becomes  more  critical  if  its  results  are  expressed  by 
the  observer.  For  the  younger  children,  motion,  stitching,  modeling,  draw¬ 
ing  and  painting  are  more  “expressive”  than  speech.  Speech  as  the  most  uni¬ 
versal  method  of  communicating  ideas,  should  be  emphasized  in  all  but  the 

•  earliest  years  of  the  course.  A  drawing  gives  better  ideas  of  form  and  rela¬ 
tions  of  parts  than  can  be  given  by  verbal  description.  It  will  be  found  that 
often  the  simplest  and  quickest  way  for  pupils  to  get  clear,  sharp  ideas  about 
the  objects  they  are,  studying  is  to  have  them  draw  the  objects. 

CO-ORDINATION  WITH  OTHER  STUDIES. 

10.  Nature  study  will  not  succeed  unless  it  is  co-ordinated  with 
other  studies.  It  should  not  be  pushed  into  the  course  as  an  extra,  but 
should  be  made  the  basis  of  much  of  the  other  work  of  the  school.  Exper¬ 
ience  has  shown  that  when  it  is  used  as  a  basis  for  the  early  training  in 
language  and  drawing,  an  interest  in  these  studies  is  easily  secured  and 
sustained.  It  is  more  pleasing  to  pupils  to  express  ideas  resulting  from  their 
own  observations,  than  to  copy  the  expressions  of  others,  or  to  put  into  some¬ 
what  different  form  expression  obtained  from  teacher  or  book.  The  study  of 
nature  is  a  necessary  preparation  for  a  full  understanding  of  much  beautiful 
and  valuable  literature.  Opportunities  for  connecting  such  work  with 
geography  are  almost  numberless.  By  means  of  this  work  even  arithmetic 
may  have  reality,  and  thus  new  life,  infused  in  it. 

TIME  OF  YEAR  FOR  STUDYING. 

11.  It  seems  wise  that  the  study  of  plants  should  begin  in  early 


38 


spring  time,  from  February  to  April,  and  that  it  should  be  particularly 
emphasized  then,  t  hough  not  restricted  to  that  season  of  the  year.  Much 
can  be  done  in  the  fall  and  even  in  mid-winter.  The  Conference  has  urged 
that  the  study  of  plants  be  continued  throughout  the  year,  at  least  twice  a 
week. 

COURSE  OF  WORK. 

Central  thought:  Care  and  protection. 

SEEDS  AND  GERMINATION. 

Let  the  children: 

1.  Plant  beans  and  watch  their  growth. 

2.  When  the  seedlings  are  two  or  three,  inches  high,  study  the  seed 
in  its  parts. 

3.  Study  the  pea  in  a  corresponding  way,  and  then  compare  it  with 
the  bean,  noting  first  the  differences  and  then  the  resemblances. 

4.  Study  the  seed  and  plant,  in  each  case,  in  relation  to  their  sur¬ 
roundings,  air,  water,  and  sunlight.  (Children  should  be  led  to  discover  the 
uses  of  the  differet  parts,  first  to  the  plant  and  then  to  animals  and  man.) 

5.  Continue  the  observations  on  the  bean  and  the  pea  during  the  re¬ 
maining  part  of  the  school  year,  noting  the  development,  use,  and  general 
structure  of  buds,  stems,  roots,  leaves,  and,  if  possible,  of  flowers  and  fruit. 

BUDS. 

The  study  of  buds  should  be  carried  on  in  connection  with  the  work 
in  germination  suggested  above. 

Let  the  children: 

1.  Gather  branches  having  large  buds,  such  as  the  horse-chestnut, 
the  elder,  or  the  lilac;  put  them  in  water;  watch  them,  and  tell  about  the 
development  and  the  gradual  unfolding  of  their  parts. 

2.  Study  the  stem  and  its  parts,  wood,  bark,  and  pith,  their  uses  and 
structure. 

3.  Later,  study  fresh  buds  and  compare  them  with  those  which  have 
unfolded. 

4.  Compare  the  first  bud  studied  with  some  other  large  bud. 

REPRODUCTION  AND  FLOWERS. 

In  connection  with  the  study  of  buds,  call  the  attention  of  the  child¬ 
ren  to  the  catkins  of  the  willow,  the  poplar,  and  the  hazel,  and  then  to  the 
flowers  of  the  elder,  the  lilac,  and,  if  possible,  of  the  bean  and  pea. 

Let  the  children: 

1.  Find  dust-bearing  (staminate)  and  seed-bearing  (pistillate)  flowers 
and  parts  of  flowers.  (This  will  give  opportunity  to  develop  the  idea  that 
flowers  are  for  the  production  and  protection  of  seeds.) 

2.  Study  the  dissimi nation  of  seeds  that  fly,  as  those  of  the  dandelion 
and  milkweed:  seeds  that  sail,  as  those  of  the  maple  and  basswood;  seeds  that 
stick,  as  those  of  the  burdock  and  the  tick;  seeds  that  fall,  as  those  of  the 
bean  and  the  pea. 

3.  Study  fruits.  (They  should  learn  the  use  of  fruit  to  the  plant  and 
to  man.) 


As  early  as  may  seem  wise  the  teacher  should  develop,  largely  by 
stories  and  supplementary  reading,  the  use  of  the  other  parts  of  the  plant  to 
the  flowers  and  seeds. 

RESULT  OF  TWO  YEARS’  WORK. 

At  the  close  of  the  second  year  the  children  should  have  a  fair  idea  of 
the  plant  as  a  whole,  knowing  something  of  all  its  parts,  of  their  uses  and  re¬ 
lations,  and  particularly  of  the  ways  in  which  the  plant  and  its  parts  are 
cared  for  and  protected. 

THIRD  AND  FOURTH  YEARS. 

Central  thought:  Care  and  protection  leading  to  order  and  system, 

and  plan. 

SEEDS  AND  GERMINATION. 

Let  the  children: 

1.  Study  the  bean,  the  pea,  the  sunflower,  and  the  pumpkin,  as  be¬ 
fore,  but  more  in  detail,  discovering  something  of  the  order  or  plan  of  growth  , 
and  searching  for  answers  to  the  questions  “why”  and  “how.” 

2.  Study,  more  in  detail,  plants  before  studied,  and  examine  other 
plants  to  learn  the  uses  of  the  different  parts  of  the  seedlings  and  the  rela¬ 
tion  of  the  plant  to  its  surroundings. 

3.  Discover  where  the  seeds  are  formed,  how  they  escape  from  the 
ovary,  and  how  they  are  disseminated. 

4.  Compare  the  development  and  structure  of  the  seeds  suggested 
above  with  those  of  the  morning-glory  and  the  four-o’clock,  and  learn  the 
classification  into  albuminous  and  exalbuminous  seeds. 

BUDS. 

Let  the  pupil: 

1.  Study  the  same  buds  as  before,  but  more  in  detail,  to  discover  the 
order  shown  in  the  buds  and  their  parts. 

2.  Compare  these  with  several  other  buds,  including  some  of  the 
small  ones,  for  the  purpose  of  noticing  their  positions  and  arrangement,  as 
well  as  their  protection. 

3.  Study,  as  an  introduction  to  leaves,  the  arrangement  and  folding 
of  leaves  in  the  buds,  and  watch  their  unfolding,  still  noting  the  order  and 

plan. 

4.  Study  and  watch  in  a  similar  way  the  development  of  flower  buds. 

LEAVES. 

Let  the  children: 

1.  Watch  the  unfolding  of  the  leaves  in  the  bud  and  notice  their  pro¬ 
tection  and  arrangement  as  suggested  before. 

2.  Note  the  uses  of  the  leaves  and  their  parts,  stipules,  stalk,  and 
blade,  and  of  veins,  epidermis,  breathing  pores,  and  pulp.  (In  connection 
with  the  uses  of  veins  they  should  study  venation.) 

3.  Study  the  positions,  arrangement,  and  parts  of  leaves  with  refer¬ 
ence  to  their  uses;  their  relation  to  sunlight,  air,  rain,  and  the  directing  of 
water  to  the  roots.' 


\ 


40 

4.  Study  the  positions  of  leaves  with  reference  to  buds,  and  note  the 
order  and  plan  shown  in  bud  and  leaf. 

By  means  of  charts  or  blackboard  outlines,  to  which  pupils  may  con¬ 
stantly  refer,  they  should  be  familiarized  with  the  more  common  forms  of 
the  leaf  as  a  whole,  and  of  base,  apex,  and  margin,  and  should  be  trained  to 
give  orderly,  exact,  concise  descriptions. 

REPRODUCTION  AND  FLOWERS. 

Develop,  by  the  study  of  the  flowers  themselves,  the  fact  that  there 
are  two  kinds  of  flowers,  those  with  seed  boxes  (pistillate)  and  those 
with  boxes  containing  a  powder  (staminate).  By  the  study  of  the  willow, 
maple,  and  early  meadow-rue,  develop  the  fact  that  these  two  kinds  of  boxes 
may  be,  and  usually  are  found  in  the  same  flower. 

Let  the  children: 

1.  Discover  that  both  seed  boxes  (ovaries)  and  pollen  boxes  (anthers) 
are  found  in  all  kinds  of  flowering  plants.  (Both,  then,  must  be  very  impor¬ 
tant.) 

2.  Note  how  well  they  are  protected  in  bud  and  flower.  (The  floral 
envelope  can  be  studied  simply,  at  this  stage,  as  a  protection  for  stamens  and 
pistils.) 

3.  Now  study  the  use  of  the  pollen  and  its  functions  in  the  forma¬ 
tion  of  seeds. 

4.  Note  the  order  and  plan  of  the  flower  and  its  parts. 

5.  Learn  now  the  fact  that  the  main  work  of  the  plant  is  to  produce 
seeds,  and  that  root,  stem,  and  leaf  co-operate  in  this  work. 

RESULT  OF  FOUR  YEARS’  WORK. 

At  the  close  of  the  fourth  year  the  pupils  should  be  thinking  about 
the  “why”  and  the  “how”  of  the  world  around  them;  they  should  have  some 
knowledge  of  the  order  and  system  which  prevails  in  nature,  and  should  be¬ 
gin  to  comprehend  something  of  the  plan  of  common  plants,  of  their  repro¬ 
duction  and  growth,  and  of  the  general  uses  and  the  gross  structure  of  their 
parts. 

FIFTH  AND  SIXTH  YEARS. 

Central  thought:  System,  plan,  and  purpose. 

The  plant  is  an  organism  for  producing  seeds  or  new  plants. 

SEEDS  AND  GERMINATION. 

Let  pupils: 

1.  Review  at  least  two  exalbuminous  and  two  albuminous  seeds. 

2.  Plant  corn,  watch  its  development,  and  then  study  the  seed  and 
its  parts,  and  afterwards  study  the  pine  seed  in  a  corresponding  way. 

3.  Review  classification  into  exalbuminous  and  albuminous  seeds  for 
the  purpose  of  classification  into  monocotyledons,  dicotyledons,  and  poly¬ 
cotyledons,  and  learn  that  cotyledons  are  modified  leaves. 

4.  Study  the  practical  uses  to  man  of  the  albumen  stored  in  the  seed. 

BUDS. 

Let  the  children: 

1.  Review  as  much  as  may  seem  necessary. 


41 


2.  Study  buds  with  respect  to  their  positions  and  arrangement. 

3.  Examine  the  rings  left  by  the  falling  of  the  bud-scales,  and  learn 
the  story  the  rings  tell. 

4.  Examine  the  buds  of  underground  stems  and  the  characteristics 
of  stems  as  distinguished  from  roots. 

5.  Study  the  relations  of  positions,  arrangement,  and  development 
of  buds  to  the  shape  and  character  of  trees.  Learn  by  a  study  of  the  trees 
themselves,  the  causes  of  the  development  and  non-development  of  buds. 

ROOTS. 

1.  Study  roots  and  root  hairs  and  their  uses  to  the  plant,  and  the 
positions  and  kinds  of  roots,  as  well  as  their  various  uses  to  the  plant  and 
to  man. 

2.  Examine  the  stem  or  a  branch  of  an  ordinary  tree.  Study  the 
arrangement  and  character  of  its  different  parts,  and  their  uses  to  the  plant 
and  to  man;  learn  how  much  plants  grow;  compare  these  with  a  corn  stalk; 
learn  how  this  stalk  grows;  learn  the  classification  of  stems  into  exogenous 
and  endogenous. 

3.  Study  the  relation  of  the  structure  of  the  stem  to  its  method  of 
growffh;  of  the  number  of  cotyledons  to  the  character  and  venation  of  the 
leaves,  and  the  plan  of  the  flower. 

LEAVES. 

Let  the  children  : 

1.  Continue  the  study  of  function  and  arrangement,  as  suggested 
for  third  and  fourth  years. 

2.  Study  the  leaves  as  arrangements  for  directing  water  to  the  roots, 
and  try  to  discover  the  relation  between  the  arrangement  of  branches  and 
that  of  the  leaves;  between  the  length  of  the  leaf-stalk  and  the  shape  of  the 
leaves. 

3.  Continue  the  examination  of  the  forms  of  leaves.  Study  and  de¬ 
scribe  compound  leaves. 

4.  Study  the  change  of  color  and  the  falling  of  the  leaves,  particu¬ 
larly  in  autumn,  and  their  causes. 

REPRODUCTION,  FLOWERS  AND  SEEDS. 

Let  the  children: 

1.  Review  as  much  as  may  seem  necessary. 

2.  Discover  how  the  pollen  escapes  from  the  anther.  Study  dehis¬ 
cence  of  anthers. 

3.  Discover  how  the  pollen  gets  from  anther  to  pistil.  Study  meth¬ 
ods  of  and  arrangements  for  fertilization;  the  relations  of  flowers  and  insects, 
and  the  use  to  the  plant  of  color  and  odors. 

4.  Discover  how  the  pollen  gets  into  the  ovary. 

5.  Study  the  flower  as  a  whole,  as  an  arrangement  for  producing, 
protecting,  and  disseminating  seeds. 

6.  Study  the  provisions  of  nature  for  matured  seeds.  (Much  of  this 
can  be  done  in  the  earlier  years  of  the  course;  it  should  be  emphasized  now.) 


Lead  tlie  children  to  discover: 

1.  How  the  seeds  separate,  often  with  the  surrounding  parts,  from 


the  plant. 

2.  How  they  are  disseminated. 

3.  How  they  escape  from  the  ovary. 

a.  By  being  inclosed  in  fleshy,  edible  parts. 

b.  By  having  leaf-like  attachments,  or  wings,  or  hairy  append¬ 
ages. 

c.  By  bearing  prickles,  spines,  hooks,  etc. 

d.  By  being  so  light  as  to  be  carried  by  the  wind. 

e.  By  having  springs  or  elaters. 

4.  How  seeds  are  protected  through  the  winter. 

5.  How  the  embryo  gets  out  of  the  enclosing  coats. 

6.  What  provision  is  made  for  the  little  plant  after  it  begins  to  de¬ 
velop. 

Let  them: 

7.  Study  leaves,  roots  and  stems  in  their  relations  to  the  flower,  as 
organs  for  taking  in,  conveying,  assimilating,  and  storing  up  nourishment  for 
the  formation  of  flowers  and  seeds. 

8.  Study  ferns,  mosses,  liverworts,  and  horse-tails,  and  compare  them 
with  the  plants  before  studied.  Examine  those  as  well  as  mushrooms,  puff¬ 
balls,  lichens,  and  fungi  for  spore  cases  and  spores,  and  discover  the  fact  that 
all  are  plants,  and  that  all  produce  what  correspond  to  seeds. 

RESULT  OF  SIX  YEARS’  WORK. 

Pupils  are  self-reliant  and  independent;  they  can  observe,  reason, 
and  express;  and  they  have  a  fair  knowledge  of  the  whole  plant  and  its  life 
history. 


SEVENTH  AND  EIGHTH  YEARS. 

GERMINATION. 

Lead  pupils  to  note  the  germination  of  spores  of  mould;  and  study  as 
carefully  as  possible  the  spore  cases  and  spores  of  puff-balls,  mushrooms, 
moulds  and  other  fungi,  liverworts,  mosses,  fearns,  horse-tails,  lichens, 
lycopods,  stoneworts,  and  fresh  and  salt-water  algae. 

ROOTS,  STEMS  AND  LEAVES. 

Let  pupils: 

1.  Study  the  forms  and  modifications  of  roots  (including aerial  roots, 
and  stems  (including  underground  stems,)  todearn  their  uses  to  the  plant  and 
to  man. 

2.  Examine  the  forms  of  leaves  (scales,  cotyledons,  prickles,  tendrels, 
pitchers,  etc.,)  to  learn  their  uses  to  the  plant  and  to  man. 

3.  Study  the  movements  of  leaves,  tendrils,  and  rootlets,  and 
examine  or  read  about  climbing  plants. 

4.  Study  the  parts  and  the  plan  of  the  flowerless  plants  suggested 
above,  and  compare  them  with  the  flowering  plants  that  have  been  studied. 


43 


REPRODUCTION,  FLOWERS  AND  FRUIT. 

Let  pupils: 

1.  Review  as  much  of  the  work  of  the  previous  year  as  may  seem 
necessary. 

2.  Study  flowers  whose  floral  envelopes  are  more  or  less  grown  to¬ 
gether  and  otherwise  modified,  and  learn  classification  into  apetalous,  poly- 
petalous,  and  gamopetalous. 

3.  Examine  the  clustered  flowers,  gradually  leading  to  the  study  of 
composite. 

4.  Become  familiar  with  the  characters  of  several  of  our  common, 
sharply-defined  families  of  flowering  plants. 

5.  Study  the  flowers  of  the  cone-bearing  trees,  and  learn  the  classifi¬ 
cation  into  angiosperms  and  gymnosperms. 

6.  Re-study  the  flowerless  plants  suggested  above,  and  learn  the 
classification  into  phrenugams  and  cryptogams,  and  study  the  characteristics 
of  the  principal  divisions  of  cryptogamous  plants. 

7.  Investigate  the  movements  of  flowers  and  their  parts. 


Hn  Set  to  prevent  CbilO  labor 

1.  Be  it  enacted  by  the  People  of  Illinois  represented  in  General 
Assembly,  That  it  shall  be  unlawful  for  any  person,  firm  or  corporation,  to 
employ  or  Lire  any  child  under  thirteen  years  of  age  except  as  hereinafter 
provided. 

2.  In  case  it  shall  be  made  to  appear  to  the  Board  of  Education  or  of 
School  Directors  that  the  labor  or  services  of  any  child  constitutes  and  is  the 
means  of  support  of  any  aged  or  infirm  relative,  and  that  such  relative  is  in 
whole  or  in  part,  dependent  upon  such  child,  then  the  Board  of  Education  or 
said  Directors,  shall  issue  to  such  child  a  certificate  authorizing  the  employ¬ 
ment  of  such  child  ;  such  certificate  shall  state  the  name,  residence  and  age 
of  such  child,  and  a  record  thereof  shall  be  left  by  the  Board  of  Education  or 
School  Directors  in  a  book  kept  for  that  purpose. 

3.  No  such  certificate  shall  be  granted  to  any  child  unless  it  shall  be 
shown  to  the  Board  of  Education  or  School  Directors,  in  which  such  child 
resides,  that  such  child  has  attended  some  public  or  private  day  school  for  at 
least  eight  (8)  weeks  in  the  current  school  year. 

4.  No  person,  firm  or  corporation,  shall  employ  any  child  under  the 
age  of  thirteen  (13)  years,  in  any  store,  shop,  factory  or  manufacturing  estab¬ 
lishment,  by  the  day  or  any  period  of  time  greater  than  one  day,  unless  such 
certificate  be  furnished,  nor  shall  he  permit  any  such  child  to  work  in  his 
employ  without  such  certificate. 

5.  He  or  they  shall  be  authorized  to  retain  the  certificate  of  any  such 
child  employed  by  him,  which  shall  be  evidence  admissable  in  any  court. 

6.  Penalty. — Any  person,  firm  or  corporation  who  violates  the  pro¬ 
visions  of  this  act,  and  any  father,  guardian,  or  person  having  control  of  any 
child  under  thirteen  (13)  years,  who  willingly  permits  or  consents  to  the 


44 


employment  of  such  child  without  such  certificate  as  is  prescribed  by  section 
three  (3)  of  this  act.  shall,  for  every  offense,  be  fined  a  sum  not  less  than  ten 
.  nor  more  than  fifty  dollars,  for  the  use  of  the  public  schools  of  the  city  or  dis¬ 
trict  in  which  such  child  resides.  And  every  day  of  the  employment  of  any 
such  child  shall  be  deemed  a  seperate  offense. 

VI. — COMPULSORY  ATTENDANCE. 

(An  Act  concerning  the  education  of  children.) 

Section  1.  Be  it  enacted  by  the  People  of  the  State  of  Illinois,  rep¬ 
resented  in  the  General  Assembly  :  That  every  person  having  control  of  any 
child  between  the  ages  of  seven  (7)  and  fourteen  (14)  years,  shall  annually 
cause  such  child  to  attend  for  at  least  sixteen  (16)  weeks,  twelve  weeks  of 
which  attendance  shall  be  consecutive,  some  public  or  private  day  school : 
Provided,  that  this  act  shall  not  apply  in  any  case  where  the  child  has  been 
or  is  being  otherwise  instructed  for  a  like  period  of  time  in  the  elementary 
branches  of  education,  or  whose  physical  or  mental  condition  renders  his  or 
her  attendance  impracticable  or  inexpedient  or  who  is  excused  for  sufficient 
reasons  by  any  competent  court  of  record. 

Sec.  2.  Por  every  wilful  neglect  of  such  duty  as  prescribed  by  section 
one  (1)  of  this  act,  the  person  so  offending  shall  forfeit  to  the  use  of  the  public 
schools  of  the  city,  town  or  district  in  winch  such  child  resides,  a  sum  not  less 
than  one  ($1)  dollar  nor  more  than  twenty  ($20)  dollars  and  costs  of  suit. 

Sec.  3.  The  Board  of  Education  in  cities,  towns,  villages  and  school 
districts,  and  the  board  of  school  directors  in  school  districts  may  at  their 
discretion  appoint  one  or  more  proper  persons,  whose  duty  it  shall  be  to  report 
all  violations  of  this  act  in  writing  to  such  board  of  education  or  board  of 
directors,  whose  duty  it  shall  be,  when  in  their  opinion  the  evidence  renders 
such  action  necessary,  to  notify  in  waiting  the  parent  or  guardian  that  such 
complaint  has  been  made,  and  if  cause  be  not  shown  within  live  (5)  days  to  at 
once  proceed  against  the  responsible  person  as  is  hereby  provided.  It  shall 
also  be  the  duty  ot  said  board  of  education  in  cities,  towns,  villages  and 
school  districts  and  boards  of  school  directors  in  school  districts,  to  appoint 
one  of  their  number,  who  shall  be  a  discreet  and  proper  person,  whose  duty 
it  shall  be  to  hear  excuses  and  reasons  of  parents  or  guardians  for  the  non- 
attendance  of  children  at  school  and  to  report  in  writing  to  said  boards  of 
education  or  boards  of  directors  at  ihe  next  regular  or  special  meeting  the 
names,  ages  and  postoffice  addresses  of  all  persons  prosecuted  under  the  pro¬ 
visions  of  this  act.  The  persons  appointed  as  such  officers  shall  be  entitled 
to  such  compensation  for  services  under  this  act  as  shall  be  determined  by 
the  boards  appointing  them,  and  which  compensation  shall  be  paid  out  of 
the  distributable  school  fund. 

Sec.  4.  Any  line  and  penalty  mentioned  in  this  act  may  be  sued  for 
and  recovered  before  any  court  of  record  or  justice  of  the  peace  of  the  proper 
county  in  the  name  of  the  People  of  the  State  of  Illinois  for  the  use  of  the 
public  schools  of  the  city,  town,  village  or  district  in  which  said  child  resides. 

Sec.  5.  Any  person  having  control  of  a  child,  who,  with  intent  to 
evade  the  provision  of  this  act,  shall  make  a  willf ul[ly]  false  statement  con- 


45 


cerning  the  age  of  such  child  or  the  time  such  child  has  attended  school,  shall 
for  such  offense  forfeit  a  sum  of  not  less  than  $3  or  more  than  $20.  for  the  use 
of  public  schools  for  such  city,  town,  village  or  district. 

Approved  June  19, 1893. 

WHO  MAY  ATTEND  SCHOOL. 

[See  “Bateman’s  Comiaoa  School  Dtcisions,’’  Page  118,  Sec.  4.] 

As  a  general  rule,  the  residence  of  parents  is  the  residence  of  their 
children.  Boarding  children  in  a  district  does  not,  of  itself,  entitle  them  to 
the  benefits  of  the  free  school  in  said  district.  The  mere  temporary  residence 
of  a  family  in  a  district  solely  to  enjoy  the  benefits  of  the  free  schools,  and 
with  the  intention  of  removai  as  soon  as  that  purpose  is  accomplished,  does 
not  entitle  the  children  to  the  privileges  of  said  schools.  The  removal  of  a 
portion  of  a  family  from  the  legal  domicile  to  another  district,  in  order  to 
send  to  the  free  scnooLs  thereof,  does  not  confer  the  right  to  do  so.  As  a 
general  rule  the  residence  of  their  parents  is  the  residence  of  employes;  hence 
the  privilege  of  the  free  school  in  another  district  is  not  acquired  by  placing 
children  temporarily  at  service  in  that  district.  This  includes  those  who 
are  placed  in  families  to  attend  school  and  do  chore  work  for  their  board,  etc. 


GENERAL  RULES. 

Section  1.  School  year.— The  school  year  shall  commence  on  the 
first  Monday  in  September,  unless  otherwise  ordered  by  the  Board,  and  shall 
consist  of  two  terms. 

Sec.  2.  School  Month.— The  school  month  shall  be  the  same  as  the 
calendar  month,  but  teachers  shall  not  be  required  to  teach  on  Saturdays, 
Sundays,  Christmas,  New  Year’s,  Thanksgiving,  nor  on  any  days  appointed 
by  National  or  State  authority;  nor  shall  they  be  required  to  make  up  the 
time  lost  by  closing  school  upon  such  days  or  upon  such  special  holidays  as 
may  be  granted  by  the  Board. 

Sec.  3.  Institutes. — The  time  not  exceeding  five  (5)  days  in  any 
school  year  actually  spent  by  a  teacher  of  these  schools  in  attendance  upon  a 
teacher's  Institute,  held  under  direction  of  the  county  Superintendent  of 
schools  shall  be  considered  time  lawfully  expended  by  such  teacher  in  the 
service  of  the  schools  and  no  deduction  of  wages  shall  be  made  for  such 
absence. 

Sec.  4.  Sessions.— The  morning  session  shall  begin  at  9  a.  m.  and 
close  at  12  m.  The  afternoon  session  shall  begin  at  1:15  p.  m.  and  close  at 
4:15  p.  m.  There  shall  be  fifteen  minutes  recess  in  each  session.  Primary 
pupils  should  be  dismissed  from  one-half  hour  to  an  hour  earlier  each  session. 

Sec.  5.  Non-resident  pupils. — If  there  be  seating  room,  non-resident 
pupils  may  be  admitted  to  any  department  for  which  they  are  prepared,  by 
obtaining  permission  from  the  School  Board  and  paying  the  following  rates 
of  tuition  in  advance:  High  School,  $5  per  term,  or  $10  per  year.  Grammar 
Department,  $4  per  term,  or  $8  per  year.  Primary  Department,  $3  per  term, 
or  $0  per  year. 


46 


Sec.  6.  Reception  of  Pupils. — The  school  rooms  shall  be  opened  for 
the  reception  of  pupils  after  8:30  a.  m.  and  1  p.  in.  The  rooms  shall  be  closed 
during  the  noon  recess,  except  one  for  those  who  may  bring. their  dinners. 

Sec.  7.  Ringing  of  First  Bell. — The  ringing  of  the  first  bell  will  be 
at  8:30  o’clock  a.  m.  and  at  12:45  o’clock  p.  m. 

Sec.  8.  Advertisments. — No  teacher  shall  read,  or  allow  to  be  read, 
any  advertisement  or  allow  such  to  be  distributed  in  the  school  room  or  on 
the  school  premises.  No  agent  shall  be  allowed  to  announce  any  public  en¬ 
tertainment,  except  by  permission  of  the  Superintendent. 

Sec.  9.  Examinations. — Regular  written  examinations  occur  only  at 
the  close  of  each  four  months’  term.  Teachers  desiring  to  hold  such  exami¬ 
nations  at  other  times  shall  do  so  only  on  permission  of  the  Superintendent. 
In  place  of  such  examinations  however,  each  teacher  at  his  or  her  discretion 
may  hold  written  reviews,  to  extend  no  longer  than  the  usual  recitation 
period.  All  such  written  work  shall  be  given  without  previous  notice,  and 
will  be  estimated  as  ordinary  recitation  work  in  determining  the  pupil’s 
standing. 

Sec.  10.  Promotions. — Promotions  are  made  regularly  at  the  close  of 
the  school  year,  and  at  other  times  when  the  ability  of  a  pupil  admits  of 
higher  work.  It  is  required  that  pupils  make  a  standing  of  75  per  cent,  in 
all  studies  of  a  grade  before  receiving  promotion  to  the  next  higher,  except 
in  High  School  classes,  where  80  per  cent,  shall  be  the  basis  for  entrance  and 
promotion. 

Sec.  11.  Standing  of  Pupils. — The  standing  of  pupils  is  determined 
by  daily  recitations,  written  reviews,  and  final  examinations  at  the  close  of 
the  term.  Final  examinations  shall  be  estimated  as  one  fifth  of  the  pupil’s 
work  in  all  grades  below  the  High  School,  in  which  such  examinations  shall 
be  estimated  as  one-fourth  of  the  pupil’s  work. 

Sec.  12.  Spelling.— Any  pupil  of  the  High  School  may  pass  in  spell¬ 
ing  at  the  close  of  any  term,  providing  they  make  the  grade  of  90. 

Sec.  13.  Diploma. — A  Diploma  will  be  given  to  all  members  of  the 
Grammar  and  High  Schools  who  creditably  complete  the  course  of  study  for 
said  departments;  but  no  pupil  of  the  High  School  shall  be  granted  a  Diplo¬ 
ma  who  has  a  general  average  in  deportment  less  than  85  per  cent. 

DUTIES  OF  THE  SUPEIHNTENDENT. 

Sec.  1.  Power.— The  Superintendent  shall  serve  under  the  direction 
of  the  Board.  In  the  absence  of  rules  for  his  guidance,  he  shall  have  discre¬ 
tionary  power. 

Sec.  2.  Teachers’  Meetings.— He  shall  have  authority  to  appoint 
stated  or  occasional  meetings  of  all  the  teachers,  for  the  purpose  of  confer¬ 
ring  with  regard  to  the  best  method  of  discipline  and  instruction,  and  all 
matters  connected  with  the  prosperity  of  the  schools. 

Sec.  3.  School  Records  —He  shall  be  authorized  to  provide,  under 
the  direction  of  the  Board,  a  system  of  school  records,  including  registers, 
class  books,  term  reports  of  pupils  and  blanks  for  monthly  returns  ;  have 
charge  of  their  distribution  to  teachers,  and  prescribe  rules  for  their  use. 


47 


Sec.  4.  Visitation.— He  shall  visit  all  the  schools  as  often  as  his 
other  duties  will  permit,  and  shall  pay  particular  attention  to  the  classifica¬ 
tion  of  the  pupils  in  the  several  schools. 

Sec.  5.  Supervision.— He  shall  carefully  observe  the  work  of  each 
teacher.  He  shall  endeavor  to  suggest  improvements  and  remedy  defects, 
and  shall  promptly  report  to  the  Board  any  teacher  who  is  insufficient  or  in¬ 
competent  in  instruction  or  discipline. 

Sec.  6.  Substitutes.— In  case  of  temporary  indisposition  or  neces¬ 
sary  absence  of  a  teacher,  he  shall  secure  a  substitute,  and  no  one  shall  be  thus 
employed  without  his  approval,  except  as  otherwise  provided  by  the  Board. 

Sec.  7.  Course  of  study.— It  shall  be  his  duty  to  see  that  the  Course 
of  Study  adopted  by  the  Board  is  fully  and  properly  carried  out. 

Sec.  8.  Promotions. — He  shall  promote  those  to  a  higher  grade  who 
are  found  qualified. 

Sec.  9.  Programs. — To  see  that  there  are  judicious  programs  of  study 
and  recitations  prepared  and  placed  in  some  convenient  place  in  each  room. 

Sec.  10.  Responsibility. — He  shall  hold  the  teachers  and  janitors 
responsible  for  the  proper  discharge  of  their  duties,  and  will  himself  be  held 
responsible  to  the  Board  for  the  same. 

Sec.  11.  Reports. — He  shall  attend  the  meetings  of  the  Board  and 
shall  keep  the  Board  constantly  advised  of  the  condition  of  the  public  schools 
and  the  changes  required  in  the  same;  and  at  the  end  of  the  school  year,  shall 
make  a  general  report  of  their  condition. 

Sec.  12.  Suspension. — The  Superintendent  shall  be  permitted  to  sus¬ 
pend  any  pupil  from  the  school,  for  direct  and  persistent  opposition  to  au¬ 
thority,  but  shall  notify  the  parents  or  guardians  and  Board  of  Education 
of  the  same,  with  reasons  therefor,  and  such  pupils  shall  not  be  restored  ex¬ 
cept  by  order  of  the  Board  of  Education. 

Sec.  13.  •  Professional  Work. — He  shall  devote  himself  exclusively 
to  the  duties  of  his  office,  and  shall  acquaint  himself  with  the  principles  of 
education  and  whatever  may  concern  the  interests  of  the  schools.  He  shall 
carefully  study  the  methods  and  systems  in  use  in  the  best  schools  in  the 
land,  to  the  end  that  all  the  children  in  this  city  may  obtain  the  best  educa¬ 
tion  that  the  schools  can  impart. 

Sec.  14.  Grievances. — The  Superintendent  shall  be  the  proper  me¬ 
dium  of  communication  between  the  Board,  on  the  one  hand,  and  teachers, 
pupils,  parents  and  guardians,  on  the  other.  Any  parent  or  guardian  feeling 
aggrieved  by  the  administration  of  the  government  of  any  school  is  requested 
to  make  application  for  redress  to  the  Superintendent  or  Board.  Parents  are 
especially  requested  not  to  state  their  grievances  at  the  school  room  in  the 
presence  of  pupils.  The  Superintendent  will  cheerfully  hear  all  grievances 
in  his  office. 

Sec.  15.  Examine  Books. — He  shall  examine  the  registers  and  class 
books  of  all  assistant  teachers  as  often  as  once  each  month,  and  give  such  di¬ 
rections  and  assistance  as  may  be  necessary  to  secure  accuracy  and  uniformity. 

Sec.  16.  Notice  to  Parents.— He  shall  see  that  the  parents  are  noti- 


48 

fied  of  the  absence  of  their  children  from  school  in  .  all  cases  where  the  cause 
is  unknown  or  unsatisfactory. 

Sec.  17.  Contagious  Diseases. — He  shall  notify  the  Board  of  Educa¬ 
tion  of  all  pupils  known  or  supposed  to  be  infected  with  contagious  diseases, 
and  shall  suspend  such  pupils  until  said  Board  recommends  their  readmission. 

Sec.  18.  School  Property . — The  Superintendent  shall  have  charge 
of  the  school  building,  furniture,  grounds  and  other  property  belonging  to  the 
schools,  and  see  that  they  are  kept  in  good  condition.  He  shall  be  responsi¬ 
ble  for  the  general  management  of  the  schcfols  and  the  other  teachers  shall 
follow  his  directions  and  co-operate  with  him,  not  only  during  school  session, 
but  during  the  time  that  pupils  are  on  the  school  premises,  before  and  after 
school  and  at  recess. 

DUTIES  OF  TEACHER. 

Sec.  1.  Familiarity  with  Regulations  and  Text  Books. — Teachers 
shall  make  themselves  acquainted  with  the  rules,  course  of  study  and  text 
books  prescribed  by  the  Board,  and  observe  and  enforce  the  same  as  far  as 
they  relate  to  their  several  departments.  A  faithful  compliance  with  all  the 
rules  relating  to  teachers  shall  be  one  of  the  conditions  on  which  the  teachers 
retain  their  connection  with  the  schools. 

Sec.  2.  Promptness  at  Building. — All  teachers  are  required  to  be  at 
their  respective  school  rooms  thirty  minutes  before  the  opening  of  the  morn¬ 
ing  session,  and  fifteen  minutes  before  the  opening  of  the  afternoon  session 
and  open  the  rooms  for  the  reception  of  pupils. 

Sec.  3.  Promptness  of  Program. -Teachers  shall  open  and  dism  iss  their 
schools  promptly  at  the  appointed  time,  and  follow  their  program  faithfully. 
fsTo  pupil  shall  be  detained  longer  than  fifteen  minutes  after  tne  regular  time 
of  dismission  without  the  consent  of  the  Superintendent. 

Sec  4.  Discipline. — They  shall  practice  such  discipline  in  their 
schools  as  would  be  exercised  by  a  kind  and  judicious  parent  in  his  family, 
always  firm  and  vigilant,  but  prudent. 

Sec.  5.  Devotion  to  Work. — Teachers  are  expected  to  devote  them¬ 
selves  entirely  to  their  profession,  and  by  attending  teachers’  associations, 
reading  educational  journals  and  other  professional  works,  prepare  them¬ 
selves  as  well  as  possible  for  the  discharge  of  their  duties. 

Sec.  6.  Promotions. — Promotions  from  grade  to  grade  shall  be  made 
upon  judgement  of  the  teachers,  under  the  direction  of  the  Superintendent. 

Sec.  7.  Concurrent  Jurisdiction.— It  shall  be  the  duty  of  each 
teacher,  at  all  times,  to  prevent  as  far  as  possible,  the  disorder  of  any  pupil 
upon  the  school  ground  or  on  the  way  to  and  from  school.  And  when  pupils 
are  passing  out  of  or  into  the  building  each  teacher  shall  be  in  his  or  her 
proper  place  to  direct  their  movements  and  check  any  misconduct.  Such 
misbehavior  to  be  corrected  at  once  or  reported  to  the  Superintendent  or 
teacher  in  charge. 

Sec.  8.  Care  of  Property.— They  shall  take  care  that .  no  damage  be 
done  to  the  buildings,  furniture  or  other  property,  and  when  injury  shall  be 
done  to  them,  either  by  intent  or  accident,  shall  cause  prompt  notice  of  the 
same  to  be  given  to  the  Superintendent. 


49 

Sec.  9.  Instruction  in  Rules. — Teachers  shall  see  that  the  pupils, 
under  their  charge,  understand  and  faithfully  observe  all  rules  relating  to 
pupils. 

Sec.  10.  Program.— Teachers  shall  prepare  a  program  of  daily  exer¬ 
cise  to  be  kept  posted  in  the  room,  and  furnish  the  Superintendent  with  a 
copy  soon  after  school  commences,  and  further  notify  him  of  any  change 
made  therein  during  the  year. 

Sec.  11.  Register.— Temporary  registers  must  be  used  for  the  first 
two  weeks.  After  the  pupils  are  properly  classified,  their  names  should  be 
recorded  alphabetically.  The  record  must  show  daily  and  monthly  attend¬ 
ance  of  the  room;  the  name  of  the  grade,  name  of  the  teacher  and  age  of  the 
pupils. 

Sec.  12.  Filing  Reports.— Teachers  must  be  punctual  in  making  all 
the  necessary  school  reports.  They  must  be  filed  with  the  Superintendent 
the  day  after  notification  or  within  the  time  specified. 

Sec.  13.  Temperature.— Teachers  shall  regard  the  health  and  comfort 
of  their  pupils,  and  shall  give  special  attention  to  the  temperature  and  ven¬ 
tilation  of  their  rooms.  The  temperature  should  be  kept  at  about  68°  or  70°. 
The  temperature  as  indicated  by  the  thermometer,  will  be  observed  and  record¬ 
ed  hourly  on  blanks  furnished. 

Sec.  14.  Occupation  of  Pupils.— Teachers  shall  prevent  pupils  from 
sitting  too  long  in  one  position  or  without  occupation,  and  shall  frequently 
vary  the  exercises  so  as  to  awaken  and  fix  attention. 

Sec.  15.  Profressional  Meetings. — Teachers  shall  attend  all  meetings 
to  which  they  are  called,  and  all  special  classes  organized  for  their  instruc¬ 
tion  and  improvement  by  the  Superintendent,  unless  personally  excused  by 
him,  and  absence  from  or  tardiness  at  such  meetings  shall  be  equivalent  to 
absence  or  tardiness  during  the  ordinary  sessions  of  school,  and  reports  of  the 
same  shall  be  made  monthly  to  the  Board. 

Sec.  15.  Admission  Certificate.— All  applicants  for  admission  to  the 
Public  Schools,  unless  on  the  regular  roll,  must  present  a  certificate  of  ad¬ 
mission  from  the  Secretary  of  School  Board. 

Sec.  17.  Co-operation  of  Parents. — As  far  as  practicable,  the  teachers 
shall  visit  and  confer  with  parents  and  endeavor  to  receive  their  hearty  co¬ 
operation  in  the  the  education  of  their  children. 

Sec.  18.  Excuses.— In  all  cases  of  absence  or  tardiness,  teachers  shall 
visit  or  correspond  with  parents  or  guardians  in  regard  to  the  same,  unless 
excuses  have  been  rendered  by  parents  or  guardians  before  in  writing  or  in 
person,  stating  the  cause  of  such  absence  or  tardiness. 

DUTIES  OF  PUPILS . 

Sec.  1.  Obedience.— Each  pupil  is  expected  and  required  to  conform 
exactly  to  the  rules  of  the  school;  to  obey  promptly  and  precisely  all  direc¬ 
tions  given  by  the  teacher  ;  to  observe  good  order  and  propriety  of  deport¬ 
ment,  not  only  during  school  hours,  but  also  in  going  to  and  returning  from 
school;  to  be  diligent  in  study,  respectful  to  teachers,  kind  and  obliging  to 


50 

schoolmates;  and  to  refrain  at  all  times,  from  the  use  of  profane  or  indecent 
language  or  immoral  practices. 

Sec.  2.  Excuses. — Every  pupil  is  expected  to  commence  school,  if 
possible,  at  the  beginning  of  the  term;  and  in  case  of  absence  or  tardiness,  to 
render  a  satisfactory  excuse  to  the  teacher,  which  excuse  shall  be  given  by 
the  parent  or  guardian  in  person  or  in  writing,  stating  the  time  of  such 
absence  or  tardiness;  this  excuse  shall  be  presented  to  the  teacher  the  first 
time  thereafter  he  or  she  goes  to  school  from  home. 

Sec.  3.  Leaving  School. — No  pupil  shall  leave  school  before  the  regu¬ 
lar  hour  of  dismissal  without  the  written  or  verbal  request  of  the  parent  and 
the  consent  of  the  Superintendent. 

Sec.  4.  Yisiling  Other  Rooms. — No  pupil  shall  visit  any  room  at  any 
time  without  the  consent  of  his  teacher. 

Sec.  5.  Regular  Work.— No  pupil  shall  be  excused  from  taking  the 
work  in  the  course  in  regular  order  without  a  vote  of  the  Board. 

Sec.  6.  Order  in  the  School  Building.— Pupils  shall  not  tarry,  talk, 
or  make  unnecessary  noise  in  the  halls  or  on  the  stairs,  but  shall  pass  to  aud 
from  their  respective  rooms  in  a  quiet  and  orderly  manner,  the  boys  with 
heads  uncovered.  Every  pupil,  while  within  the  school  building,  shall  refrain 
from  all  whistling,  loud  talking,  or  other  rude  and  boisterous  conduct. 
Pupils  are  not  to  enter  the  building  before  the  doors  are  opened  for  the 
admission  of  pupils,  without  permission  from  the  Superintendent.  No  one 
shall  leave  the  building  at  any  other  time  than  the  beginningof  recess,  with¬ 
out  permission  from  his  teacher. 

Sec.  7.  Remaining  on  School  Grounds. — Pupils  must  leave  the  school 
premises  and  go  directly  home  after  school  is  closed, both  at  noon  and  evening, 
unless  otherwise  permitted  by  the  teachers,  and  must  not  bring  to  thesclioob 
books  or  papers  foreign  to  the  purpose  of  study. 

Sec.  8.  Demotions. — Any  pupil  who  from  indolence,  irregularity  of 
attendance,  or  other  cause,  is  unable  to  keep  pace  with  his  class,  shall  be 
transferred  to  a  lower  grade. 

Sec.  9.  Use  of  Tobacco,  etc. — Pupils  shall  not  use  tobacco  in  any 
form  in  the  school  building  or  on  or  about  the  school  premises,  or  have  packs 
of  playing  cards,  or  engage  in  gambling  devices. 

Sec.  10.  Note  Writing. — Note  writing  during  school  hours  is  posi¬ 
tively  forbidden.  Any  pupil  who  shall  persist  in  it  after  having  been  warned 

of  its  prohibition,  shall  be  indefinitely  suspended,  or  reprimanded  before  the 
school. 

Sec.  11.  Throwing  Missiles. — Pupils  are  forbidden  to  throw  stones, 
snow  balls  or  missiles  of  any  kind  upon  the  school  ground  or  in  the  street  in 
the  immediate  vicinity  of  the  school  grounds. 

Sec.  12.  Deadly  Weapons. — Any  pupil  carrying  fire-arms  or  other 
deadly  weapons,  shall  be  suspended  and  reported  to  the  Board. 

Sec.  13.  Disease.— No  pupil  who  is  affected  with  any  contagious  or 
infectious  disease,  or  who  comes  from  a  family  where  such  disease  prevails 
shall  be  allowed  to  remain  in  school  or  to  return  to  school  without  a  cer¬ 
tificate  from  the  attending  physician  that  all  danger  from  contagion  is  past. 


‘  Mr 


51 


Sec  14.  Rhetorical  Exercises.— All  pupils  are  required  to  participate 
in  tlie  rhetorical  exercises  under  existing  rules  unless  excused  by  the  Super¬ 
intendent. 

Sec.  15. .  Pupils  Liable  for  Damages.— All  injuries  done  to  the  school 
building  or  appurtenances  by  pupils,  such  as  breaking  glass,  cutting  or  defacing 
doors,  desks,  etc.,  shall  be  repaired  at  the  expense  of  such  pupil,  their 
parents  or  guardians.  If  payment  of  the  expense  of  such  repairs  be  not  made 
within  ten  days  after  notice  to  the  proper  party,  it  shall  be  deemed  and  taken 
as  good  cause  for  the  expulsion  of  such  pupil. 

Sec.  16.  Parents  Signatures  to  Reports.— Parents  and  others  having 
charge  of  those  attending  school  are  requested  to  sign  and  return  all  notices 
requiring  their  signatures,  sent  to  them  by  the  teacher  or  Superintendent. 

Sec.  17.  Cleanliness.— All  pupils  will  be  expected  to  pay  proper 
attention  to  the  cleanliness  of  their  persons  and  clothing,  and  observe  neat¬ 
ness  and  order  at  their  desks  and  in  the  school  room  generally. 

Sec.  18.  Avenging  Wrong.— A  pupil  deeming  himself  aggrieved  or 
injured  by  a  pupil  of  the  same,  or  a  different  department,  should  report  the 
same  to  his  teacher.  In  no  case  will  a  pupil  be  permitted  to  avenge  his  own 
wrong  by  returning  evil  for  evil. 

DUTIES  OF  JANITOR. 

Sec.  1.  Cleaning  of  Building.— It  shall  be  the  duty  of  the  janitor  to 
sweep  ail  rooms  in  the  building  once  each  day,  to  dust  carefully  each  day  all 
the  seats,  desks,  tables  and  doors,  and  keep  each  room  and  its  furniture  in 
a  neat  condition;  to  sweep  the  halls  and  stairways  once  each  day,  or  oftener 
if  needed;  to  wash  the  floors  of  the  rooms  and  halls  once  a  quarter,  and  keep 
the  school  walks  in  good  condition. 

Sec.  2.  Condition  of  Property.— It  shall  be  the  duty  of  the  janitor  to 
examine  daily  into  the  condition  of  the  play  grounds,  closets,  sidewalks,  and 
to  keep  the  same  m  a  good  condition.  To  report  any  needed  improvements 
or  injury  done  to  any  property,  and  make  such  improvement  upon  the  build¬ 
ings  and  grounds  as  may  be  directed. 

Sec.  3.  Rooms  Properly  Heated.— The  janitor  shall  see  that  the 
rooms  are  sufficiently  warm  for  school  purposes  at  8:30  a.  m.  and  at  all  seasons 
when  tires  are  necessary  to  maintain  a  temperature  of  70  degrees  and  pure 
air  during  the  sessions  of  the  school.  To  this  end  he  shall  visit  each  room  at 
intermissions  or  oftener  when  necessary,  and  shall  follow  the  direction  of  the 
Superintendent  and  his  teachers.  Strict  compliance  with  this  rule  will  be 
necessary  to  retention. 

Sec.  4.  Order  on  Play-ground. — He  shall  be  present  on  the  play¬ 
ground  during  intermission  and  shall  assist  the  teachers  in  maintaining 
proper  discipline  both  on  the  play-ground  and  in  the  basement.  All  disorder 
on  the  play  ground  or  about  the  building  shall  be  promptly  reported  to  the 
Superintendent  or  the  teacher  in  charge. 

Sec.  5.  Leaving  the  Building.— It  shall  be  the  duty  of  the  janitor  to 
give  all  his  time  during  the  session  of  school,  to  the  care  and  comfort  of  the 


52 


building.  If  at  any  time  when  school  is  in  session,  he  is  obliged  to  be 
absent,  he  must  notify  the  Superintendent  before  going. 

Sec.  6.  Clocks,  Bell,  etc.— He  shall  keep  the  clock’s  regulated,  ring 
the  bell  at  the  proper  times,  and  attend  to  everything  that  may  tend  to  make 
the  school  house,  and  premises  most  healthful,  comfortable,  and  attractive. 

Sec.  7.  House  Closed. — He  shall  see  that  all  rooms  are  locked  and 
windows  closed  and  fastened  at  all  times  when  not  opened  for  school  purposes. 

Sec.  7.  Charge  of  Premises. — He  shall  have  charge  of  the  premises 
during  the  absence  of  the  Superintendent  and  teachers.  Shall  at  all  times 
act  under  the  direction  of  the  superintendent  and  teachers,  and  shall  be 
entitled  to  the  respect  and  obedience  of  all  pupils. 


£eyt  Books  Elset*  in  tbe  Jfatrfielb  public  Schools. 


Harper’s  First  Reader. 

Harper’s  Second  Reader. 

Harper’s  Third  Reader. 

Harper’s  Fourth  Reader. 

Harper’s  Fifth  Reader. 

Normal  Review  System  of  Copy  Books. 

Buckwalter’s  Primary  Speller. 

The  Natural  (Advanced)  Speller. 

De  Garmo’s  Language  Lessons.  [Book  No.  1  (For  the  Teacher.) 
Southworth  &  Stoddard’s  First  Language  Lessons  in  English. 
Maxwell’s  First  Lessons  in  English  Grammar. 

Maxwell’s  Advanced  Lessons  in  English  Grammar. 

White’s  Elementary  Arithmetic. 

White’s  Complete  Arithmetic. 

Stoddard’s  American  Intellectual  Arithmetic. 

Wentworth  &  Hill’s  High  School  Arithmetic. 

Rand-McNaliy’s  Primary  Geography. 

Rand-McNaily’s  Grammar  School  Geography. 

Huston’s  Physical  Geography. 

Eggleston’s  First  Book  in  American  History. 

Barnes’  Brief  History  of  U.  S. 

Barnes’  General  History. 

Prang’s  Shorter  Course  in  Drawing. 

Steele’s  Hygienic  Physiology. 

Walker’s  Physiology. 

Illinois  and  the  Nation. 

Hinsdale’s  Civil  Government. 

Wentworth’s  Algebra. 

Wentworth’s  Plane  and  Solid  Geometry. 

Gay’s  Book-keeping. 

Collar  &  Danieil’s  KtoLB^ok  in  Latin. 

Allen  &  GreenougmsTlaesaP 
Allen  &  Greenough’s  Cicero. 

Alien  &  Greenough’s  Latin  Grammar. 

Avery’s  School  Physics. 

>  Steele’s  Zoology 
—  Gray’s  Botany. 

^•Hill’s  Rhetoric. 

William’s  Introduction  to  Chemistry. 

Cathcart’s  Literary  Reader  (Literature). 


Patton’s  Political  Economy. 


